The Arts Are Being Pushed Into the Shadows of Inequality

The Silent Crisis in Our Classrooms

How many of the young people who attended Reading and Leeds festival or a Prom this summer will be picking up a guitar or clarinet when they return to school? The answer, sadly, is very few. As I delved deeper into the data, the picture became increasingly stark: the number of students taking A-level music is at a record low—under 5,000, a drop of nearly half from 15 years ago. And for drama, the situation is equally dire. A-level drama entries have almost halved in just a decade, with state schools bearing the brunt.

"Learning an instrument and getting up on stage … is now a luxury not every child can afford," Ed Sheeran wrote in an open letter last year.

It's not just numbers that tell the story. It's the stories behind them—the ones of young people who are told they can't pursue music or drama because it's “too impractical” or “not for them.” We're witnessing a creeping elitism that starts in school, where access to arts education is increasingly tied to socioeconomic status.

The Policy That Forgot the Arts

The roots of this crisis run deep. The introduction of the English Baccalaureate (Ebacc) by the Conservatives in 2010 prioritized core academic subjects at the expense of creative ones. This policy, which aimed to boost exam performance and economic competitiveness, inadvertently marginalized arts subjects—music and drama—by removing them from the core curriculum.

Now, a decade later, the consequences are evident. The National Centre for Arts and Music Education is finally launching this autumn, but it's too little, too late. We're dealing with a structural problem, not a temporary blip. And while the government has made some promises—such as scrapping the Ebacc and funding new initiatives—it's clear that many of these commitments lack teeth without real, sustained investment in school infrastructure.

Why It Matters

The arts are more than entertainment or hobby—they're tools for developing confidence, discipline, empathy, and social skills. For many students, especially those from working-class backgrounds, music and drama are pathways to self-expression and identity. When schools pull back on these subjects, they're not just limiting creativity; they're limiting opportunities for upward mobility.

We've seen how the lack of access to music education has affected careers in the creative industries. From classical musicians to contemporary artists, those who have thrived often come from backgrounds where music was supported—where a parent could afford lessons, or where schools had the funding and staff to offer programs. That's not just unfair; it's damaging to the long-term vitality of our cultural sector.

The Voices Behind the Numbers

When I spoke with artists, educators, and advocates, their stories were unanimous: music and drama should be part of every child's educational journey. Femi Koleoso of Ezra Collective captured it perfectly when he said, "Because when you do that, you give them a dream, an aspiration and a goal."

But the reality is, many children today are never given that chance. They're not told they can be musicians or actors because their schools don't offer the classes, or their families simply can't afford instruments or lessons. It's a tragic cycle—fewer students pursue arts education, which leads to fewer teachers trained in these fields, and ultimately, fewer opportunities for future generations.

The Cost of Inaction

As we watch universities close music departments and the number of creative industry professionals continues to shrink, the consequences are becoming harder to ignore. The UK's soft power on the world stage relies heavily on its cultural output. If we're not nurturing talent from the ground up, we risk losing that competitive edge.

This isn't just a local issue—it's a national one. The decision to sideline music and drama in education is a policy failure that reflects a deeper societal neglect of the arts. We can't afford to continue down this path. Every child deserves the chance to explore their creativity, regardless of their zip code or family income.

What Needs to Change

• Reintroduce music and drama as essential subjects in all schools, not just those with elite reputations.
• Invest in teacher training programs focused on creative disciplines to address the declining number of arts educators.
• Ensure that funding for arts education isn't tied solely to exam performance but is a standalone priority.
• Revisit the Ebacc and related policies that have pushed these subjects out of reach for most students.
• Create more accessible, affordable music and drama programs outside of school hours—especially in underfunded areas.

We must stop treating creativity as an afterthought. The arts are not luxuries—they're necessities. As we build the next generation of leaders, innovators, and creators, let's ensure that no young person is denied their voice simply because they didn't grow up in the right school or neighborhood.