There are days when your classroom needs silence. And then there are days when silence somehow makes everything worse.
That’s where music comes in.
Used well, a classroom playlist isn’t about turning your room into a mini music festival. It’s about shaping the feel of the space, calming it down, lifting energy, or helping students settle into learning without you saying, “Alright everyone, let’s focus” for the fifteenth time.
Like most good teaching hacks, this one works best with clear boundaries, realistic expectations, and the acceptance that students will absolutely test those boundaries at least once.
Why Music Works (Especially in Upper Primary)
Upper primary students sit in an awkward in-between space. They’re old enough to have strong opinions about music, but young enough to forget that school is still school.
A well-chosen playlist can:
- smooth the transition into independent work
- reduce low-level chatter during writing or maths practice
- create a predictable routine students settle into quickly
- make the classroom feel calmer without becoming dull
Music becomes a background signal: this is work time, this is creative time, or this is the quiet stretch before lunch chaos resumes.
How Teachers Set Up Classroom Playlists
There’s no single right way to do this. The best setup is the one you can maintain without it becoming another thing on your mental to-do list.
1. The Teacher-Curated Playlist
This is the safest option.
You choose the music. You control the vibe. Students don’t touch it.
Many teachers start here using:
- instrumental music
- lo-fi beats
- movie soundtracks
- calm pop tracks with clean lyrics
It works particularly well early in the year, or with classes that don’t yet understand the concept of background music versus concert behaviour.
2. The Student-Contributed Playlist (With Rules)
This is where things get interesting.
Students are allowed to suggest songs, not play them, not queue them live, suggest them.
The playlist still belongs to you. You approve what gets added.
This option increases buy-in almost immediately, but it does require structure (and a strong sense of humour).
3. Multiple Playlists for Different Moments
Some teachers keep a few playlists on rotation:
- calm focus music for writing
- upbeat but clean tracks for art or group work
- quiet instrumental music for early morning or post-lunch recovery
Students quickly associate the playlist with the task, which saves you time and verbal reminders.
Classroom Calm can set a good vibe
What Happens When You Ask for Song Requests
If you open the floor to student suggestions, brace yourself.
You will receive:
- songs with wildly inappropriate lyrics ("but there’s only one bad word")
- tracks that are twelve minutes long
- novelty songs suggested purely to see if you’ll allow them
- the same song requested by five different students
This is normal. This is not a sign the idea has failed.
The trick is to set expectations before requests begin.
Managing Profanity (Without Becoming the Music Police)
Here’s the uncomfortable truth: many popular songs are not written with classrooms in mind.
A few practical rules help:
- clean versions only (Spotify mark explicit songs with an E)
- no explicit content, even if it’s "just once"
- if you’re unsure, the song doesn’t make the cut
Explain this upfront. Students don’t need a lecture, just consistency.
It also helps to frame it simply:
“If I wouldn’t read the lyrics out loud in class, we’re not playing it.”
That rule tends to end most debates quickly.
Limiting the Number of Songs Students Can Add
Unlimited choice leads to chaos. This is true in playlists and in life.
Some workable limits:
- one song per student per term
- one class playlist capped at a set number of songs
- new songs only unlocked once others have been removed
- students could earn a song or be rewarded with adding one (see below)
Scarcity makes students more thoughtful. Suddenly, they’re considering lyrics, tempo, and whether the song will survive peer judgement.
Which is a small but genuine life skill.
Using Music as a Reward (Without Overusing It)
Music works surprisingly well as a low-stakes reward.
Examples include:
- earning music during independent work time
- unlocking the ability to submit a song suggestion
- choosing between two teacher-approved playlists
- you could sell song additions as part of your class cash program
The key is that music isn’t constant. If it’s always on, it loses its impact.
When students know music is tied to focus, effort, or meeting expectations, it becomes part of the classroom culture rather than background noise.
What Can Go Wrong (And How to Fix It)
A few predictable hiccups:
- Students sing instead of work: pause the music briefly and reset expectations.
- Arguments over song choices: remind students the playlist isn’t democratic.
- Requests spiral out of control: close submissions for a while. No announcement needed.
None of these mean you should abandon the idea. They just mean the system needs tightening.
Final Thoughts (Or: Why This Hack Is Worth It)
The classroom playlist hack isn’t about being the “cool teacher.”
It’s about shaping the learning environment with one small, manageable lever.
Done well, music reduces friction, supports focus, and gives students a sense of ownership, without giving up control of your classroom.
And on the days when everyone’s tired, including you, it’s one less thing to fight against.
Sometimes, that’s enough.
Use the comments section below to add any playlists you might use in the classroom, I would love to see them!
