Music therapy uses music to improve physical, mental, and cognitive functioning (Wigram et al., 2002), while positive psychology focuses on enhancing human capabilities and resources, promoting creativity and personal development (Seligman, 2011; Snyder et al., 2020). This qualitative case study investigates how group music therapy, incorporating principles of positive psychology (PERMA model: Positive Emotion, Engagement, Relationships, Meaning, Achievement), can contribute to enhancing the well-being and social inclusion of four (4) children aged 7-8 years with pervasive developmental disorders and ADHD, in a public general school in Athens. The research is conducted within the framework of a doctoral dissertation, for which approval was obtained from the University's Ethics Committee and authorization was granted by the school administration. A purposive sample was selected based on the consent of the children and their parents/guardians. A case study design was followed, and a variety of data collection methods were used, such as audio recordings of group sessions, a focus group with the children after the intervention, recordings of musical interactions, questionnaires, and notes in the researcher's diary. The data were analyzed inductively and thematically, with double coding by two researchers and methodological triangulation. Additionally, a microanalysis of the musical material was conducted. The interventions included flow activities (e.g., improvisation) and receptive techniques (e.g., relaxation music with mindfulness elements). The analysis revealed findings related to the social inclusion of the children, their psychological well-being, and the impact of music. Specifically, it was observed that the children developed interaction initiatives among themselves, synchronized during group activities, participated actively, and expressed positive emotions. Although the small sample limits the generalizability of the findings, it appears that integrating music therapy into the school setting can enhance the social and emotional development of children with neurodevelopmental disorders.

• Inclusion, marginalization, bullying and exclusion
• Music in special education

Effrosyni (Froso) Efthymiou is a graduate of the Department of Primary Education at the University of Patras. She holds a Master's degree in Music Therapy from Anglia Ruskin University in Cambridge and is currently a PhD candidate in the Department of Music Studies at the Ionian University. She began her career in London, working for over five years in special schools as a special education teacher and music therapist. She has experience working with children and adolescents with neurodevelopmental disorders, as well as individuals with speech and language difficulties. Today, she works as a music therapist and special education teacher, in the public sector as a substitute and in the private sector in collaboration with several centers in Athens.