Drumming, a new research study suggests, should be incorporated into school curricula to aid in the development of children with dyslexia and autism. The study, supported by legendary Blondie drummer Clem Burke, discovered that children with autism displayed reduced symptoms after just eight weeks of drumming lessons. Additionally, the researchers found that these children showed fewer signs of hyperactivity, inattention, and repetitive behaviors, while also demonstrating improved emotional control.
Burke, who recently performed at major music festivals in the UK, described drumming as a “very positive lifestyle” despite historical events involving the deaths of famous drummers such as Keith Moon and John Bonham. Speaking at The Royal Society’s Summer Science Exhibition in London, Burke stated, “We found the physical and mental attributes of drumming to be a very positive lifestyle. It only gets better as you get older, as long as you can keep doing it. We are also finding that children with autism can really benefit from simple drumming exercises.” He further recommended that drumming be introduced as part of the curriculum for students with autism in UK schools.
Burke addressed concerns parents might have about their child wanting a drum kit for Christmas, stating, “If a kid is motivated to do something like drumming, you don’t want to hinder the creative process.” Additionally, he explained that modern drum kits incorporate electronics to minimize noise disturbance for neighbors, with the loudest sounds being muted and only heard through headphones.
The scientists who conducted the research published their findings in PNAS last year. They concluded, “Our study provides strong evidence that drumming not only reduces hyperactivity and inattention in autistic adolescents but also strengthens functional connectivity in brain regions responsible for inhibitory control and action outcome monitoring.”
Ruth Lowry, a Reader in Exercise at Essex University, who has also been involved in drumming research projects, highlighted the positive changes observed in children who learned how to play the drums. She noted improvements in peer interactions, decreased hyperactivity, disruptive behavior, and distress within the classroom. Brain scans also showed changes in brain structure and volume among children who engaged in drumming. Lowry added, “It allows them to be absorbed in an activity, to concentrate. And they like making complex patterns. Some of them have told me that it’s about the mathematics of it, which I find very curious. They talk about the idea of it as a language that they can understand in terms of building complexity.”
In conclusion, drumming has proven to be a beneficial activity for children with dyslexia and autism. It not only helps reduce symptoms but also enhances brain connectivity and cognitive abilities. Incorporating drumming into school curricula could be a valuable tool for supporting the development and well-being of these children.
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