Youth with disabilities have a higher risk of experiencing mental health problems than their non-disabled peers. In part, this results from their social exclusion and dearth of social networks. An intervention informed by positive psychology principles and peer mentoring approaches was developed and evaluated with 12 youths with disabilities who had musical interests and talents as musicians. It included the real-world experience of applying the training in a school-based music project with over 200 typically developing pupils aged nine years in four schools. Evaluation data were obtained from project staff, self-ratings by the mentors and through group interviews with them, as well as from reactions of school pupils and interviews with six teachers. The study confirmed the benefit of music and peer mentoring as a means of promoting the self-esteem and self-confidence of youth with disabilities. Further research is needed to determine the longer-term mental health benefits musically based interventions can offer to youth with disabilities and, more generally, to young children in schools.

Effective use of capital is an important strategic tool for any manufacturing company operating in today’s high technology and capital intensive environment. This purpose of this paper is to carry out an investigative study into strategic business processes for capital effectiveness practices (CEP) in industry, by means of a literature review, a survey of a sample of UK and US companies and a case study of the Chemco Corporation.

Children with disabilities are at greater risk of social exclusion. In part, this results from the negative perceptions of disability held by their peers. An innovative, school-based project used creative music-making sessions facilitated by young disabled musicians to nurture more positive attitudes among children aged 9 years in four schools, with two classes from each. In all, around 200 pupils were involved in weekly sessions totalling 16 h. Their attitudes to disability were assessed before and after participating in the project, along with the reactions of parents and teachers. Pupils were significantly more disposed to interacting with children with disabilities and to persons with disabilities more generally as well as to having a teacher with a disability. Parents and teachers confirmed the pupils’ enthusiasm for the project and the impact it had on them. A core driver for change appeared to be sharing enjoyable musical activities with competent musicians who had disabilities. Further research should explore the potential of mentoring by disabled persons in other arts activities and sports to provide further validation of this approach.

The place of music in the school curriculum is under increasing threat, yet this is contrary to the growing evidence base of music’s value to pupils’ social and psychological development. A contributory factor is that many teachers report a lack of training, skill, confidence, or resources for excluding music in their classroom. An innovative project used young adults with disabilities as music mentors to improve children’s access to creative music-making, while also providing non-threatening models to the children’s teachers and providing them practical tools to embed music in their classrooms. An evaluation was undertaken of the project’s impact. Eight classes from four schools in a city with high levels of social deprivation received 16 hours of music sessions over a four-week period, usually in the form of a four-hour workshop. Information was gathered from 171 children, the parents of 54 pupils; 8 class teachers; and 2 head teachers. The pupils’ knowledge and appreciation of music showed significant improvements and their enthusiasm for music making had increased, which parents also confirmed. The teachers and head teachers identified five ways in which they had gained from Project Sparks with an increased appreciation of the potential value of music in the school curriculum. Further research is needed to identify how innovative projects can be sustained and extended to many more teachers and schools.