Bullying in residential childcare remains a persistent and complex challenge, shaped by the specific vulnerabilities of children growing up outside their family environment. Unlike mainstream schools, residential settings are characterised by intensive peer interactions in a shared living space, which can reinforce both solidarity and conflict. Traditional preventive programmes often prioritise behavioural regulation or disciplinary measures, yet such strategies rarely address the deeper relational needs of children in care. This article explores the preventive potential of music as a pedagogical and therapeutic medium for reducing bullying in residential childcare institutions. The study builds on the assumption that musical activities can foster empathy, cooperation, and a sense of belonging, thereby counteracting the social dynamics that often underpin bullying.

The methodological design employs a multi-perspective qualitative approach. Semi-structured interviews with children and care staff provide insights into perceived benefits and challenges of music-based activities. Participatory observations during workshops and in everyday life in residential facilities enable a nuanced analysis of how musical practices influence peer relationships. Case reconstructions, based on combined data sources, capture individual trajectories where music has contributed to transforming patterns of exclusion or aggression. Ethical considerations are central, given the heightened vulnerability of children in residential care. Safeguarding principles, informed consent procedures adapted to minors, and continuous psychological support are integrated into the research process. Particular attention is paid to the role of staff members who act as both facilitators and interpreters of children’s responses. The research acknowledges the risk of overstating the preventive function of music, stressing instead the importance of reflexive evaluation and sensitivity to contextual constraints.

Preliminary findings suggest that collective music-making (whether through singing, drumming, or improvisation) creates alternative spaces of interaction where hierarchical power relations are softened, allowing new forms of cooperation to emerge. Music appears to support the development of emotional regulation and mutual recognition, skills that are essential for countering bullying behaviours. At the same time, the sustainability of such effects depends on institutional commitment, staff training, and the integration of music-based activities into broader educational and social frameworks. The article argues that music should not be considered an auxiliary leisure activity, but a preventive intervention with clear pedagogical value in residential childcare. By providing both a theoretical rationale and methodological strategies for studying its effects, the paper contributes to the development of innovative approaches to bullying prevention in contexts where traditional interventions often fall short. The findings aim to stimulate scholarly debate on the role of music in inclusive education and to offer practical guidance for professionals seeking to strengthen resilience and positive peer cultures within residential institutions.

Keywords: Bullying prevention; Residential childcare; Music education; Inclusive pedagogy; Peer relationships; Participatory methods; Resilience; Interventional strategies.