As education evolves, the role of Music Therapists is becoming increasingly vital in shaping inclusive, innovative school communities. With the introduction of frameworks like FISO 2.0 (Framework for Improving Student Outcomes) and the Victorian Mental Health Menu, Music Therapists are now better positioned to support students academically, socially, emotionally, and behaviourally.

FISO 2.0 marks a major shift in education by placing wellbeing on par with academic achievement. Central to this is the Disability Inclusion Profile (DIP), which guides funding and support in Victorian schools. The DIP promotes a strengths-based, community-focused model that replaces traditional deficit approaches. By assessing students across six domains and 31 subcategories, the DIP empowers teams to co-design personalised support plans that elevate student voice and foster meaningful collaboration (Steele, McFerran, & Crooke, 2023).

This paper explores how Music Therapists are using these tools to create lasting impact in schools through four core strategies: collaborative planning, advocacy and documentation, tiered mental health support, and evidence-based practice. The evolving nature of documentation is also examined, highlighting the challenge of balancing measurable outcomes with the nuanced, identity-affirming nature of therapeutic work. As education becomes more data-driven, therapists must creatively articulate their value while aligning with school-wide priorities.

Drawing from work in a large Melbourne-based special school, this presentation shares practical examples of how the DIP and Mental Health Menu foster inclusive, responsive environments.

As AMTA celebrates 50 years of professional excellence, Music Therapists are leading the next era of education—ensuring every student is seen, heard, and supported through the transformative power of music.