This case study explores an 18-month project-based learning initiative involving a student band formed by four neurodivergent students in a school for specific purposes (SSP). The project was designed to leverage students’ strengths, interests, and social motivations, whilst providing individual autism supports. As a Registered Music Therapist (RMT), I worked closely with teaching staff and therepists to facilitate a dynamic, student-led band project that emerged organically from game-based sessions that incorporated musical elements.

Initially structured around competitive musical activities to build engagement, the group transitioned to a more collaborative model through the development of a rock band. The project led to increased motivation, teamwork, and self-reflection, culminating in a student-led concert for their school community, marking a significant milestone in each student's personal and educational growth. Students developed skills beyond musicianship, including emotional regulation, peer negotiation, and social problem-solving. Some examples of impact include J1’s increased reading confidence, J2’s strengthened social connections, A’s newfound vocal confidence and leadership, T’s co-regulation strategies and an overall increase in attendance from all students. The band experience supported school team and family discussions in individualised goal planning meetings, sparking vocational interests in TAFE music courses, and demonstrating the power of matching projects to students’ abilities and passions. Challenges included rapport-building with students who often required significant time to build trust, navigating interpersonal conflicts, and maintaining engagement with intermittent scheduling. Support staff involvement was crucial to sustaining momentum and enthusiasm.

Looking forward, this project presents a transferable model for integrating project and music-based learning in therapeutic and educational settings. It also highlights the broader applicability of music-facilitated learning to support communication, confidence, and collaboration in young autistic people. The success of the band project underscores the potential for RMTs to innovate within educational frameworks and contribute meaningfully to inclusive, student-centred learning experiences.