Sing a song of sixes

Dr Liz Stafford offers advice for keeping boys singing

As boys enter Year 6 at the age of 10, a unique set of developmental changes begins to take shape physically, emotionally, and socially. This transitional age presents specific challenges when it comes to singing, especially for boys. With the looming presence of secondary school, shifting peer dynamics, and the first signs of vocal change, many boys begin to lose interest in singing, even if they once enjoyed it.

However, Year 6 is also a crucial window of opportunity. With the right environment, repertoire, and encouragement, boys can continue to sing confidently and benefit from the many rewards that music brings.

Singing helps improve confidence, emotional expression, group collaboration, and wellbeing, all of which are essential components in preparing for the transition to secondary school. So how can we as teachers keep boys singing during this pivotal stage?

Boys in Year 6 are especially sensitive to peer approval. If singing is seen as “uncool” or overly associated with younger children, many boys will distance themselves from it. Therefore, the first step is to build a classroom and school culture where singing is normal, valued, and inclusive.

Avoid singling out boys or separating them unnecessarily from girls, unless they request it. Instead, model enthusiastic singing as a class activity, include singing across the curriculum (not just in music lessons), and celebrate progress over perfection. Encourage all staff, especially male teachers, to sing with pupils and be seen enjoying it.

Music selection is key. At this age, boys are becoming more discerning in their musical tastes and may be reluctant to sing songs they view as childish or irrelevant. To keep them engaged, choose songs with contemporary appeal, and with neutral rather than emotional lyrics. Songs in other languages can be great for this! Avoid songs that may feel too “young” or those that unintentionally carry gendered assumptions. And always test the water by playing examples and seeing how pupils respond before committing to repertoire that is going to cause you problems!

For some boys, vocal change begins in Year 6, although the most noticeable changes usually happen later. This stage is often marked by subtle shifts in vocal range and stamina. If not handled with understanding, boys may grow self-conscious or stop singing altogether. Reassure boys that voice change is natural and different for everyone. Where possible, expose them to role models (e.g. older boys or professional singers) who sing confidently during or after voice change.

Highlight stories of male singers from diverse backgrounds, including those who defy stereotypes — footballers who sing, singers from different cultures, or men in musical theatre. Showing the breadth of what “a singer” can look like helps dismantle limiting beliefs. This helps boys understand that singing is for everyone!

Empowering boys to take charge of their musical experiences helps sustain motivation. Give them choice over what they sing, how they sing it, or how songs are arranged. Involving them in selecting repertoire, creating harmonies, or choreographing movements boosts ownership and engagement. Creating a strong group identity, such as a Year 6 choir or vocal group with its own name, Tshirts, or special events, can also help boys feel proud to belong to something meaningful.

If you have the resources, invite boys to try beatboxing, vocal effects, or solo sections if they feel ready. Offer positive feedback and set up opportunities for low-stakes performances where the emphasis is on fun and progress rather than critique. Additionally, incorporate group work where boys can practise together without fear of embarrassment in front of the whole class.

Keep the focus on effort, enjoyment, and improvement rather than technical perfection. Praise boys for their bravery in trying something new, and celebrate the group’s overall progress regularly. A short end-of-term sharing session, certificate, or group reflection can go a long way in reinforcing positive experiences.

Peer encouragement also makes a huge difference. Encourage a classroom ethos where students are taught to support each other, and use team-based activities to foster cooperation and shared success. Use your behaviour policy to make sure it is always more embarrasing to be the person who makes fun of other people’s singing than it is to be the person who gets teased for singing!

Year 6 boys often respond well to activities that have clear, meaningful goals. Link singing to real-world outcomes such as performances for the school community, fundraising events, or digital recordings. Whether it’s preparing for a leavers’ assembly, a talent show, or a collaborative project with a local choir or secondary school, having a purpose brings motivation.

Not every boy will want to stand front and centre, and that’s okay. The key is ensuring that every child feels they have a valued place in the musical experience. At this turning point in their development, boys are forming their identities, grappling with social expectations, and beginning to experience physical changes. Yet they also remain full of energy, humour, and potential.

When teachers create a supportive, inclusive, and vibrant musical environment, boys can continue to sing with confidence - developing not only musical skills but also resilience, self-expression, and joy. The aim isn’t just to keep them singing now, but to lay a foundation that will carry their voices forward into adolescence and beyond.