I’ve had the privilege of working with several autistic students over the years (both children and adults), and, truly, these experiences have shaped me as a teacher in ways I never expected. These students have pushed me to rethink my go-to teaching methods, slow down, and approach learning piano from different angle. They are some of the most intelligent, creative students I’ve ever worked with, and they often process information in unique ways. As a teacher, when you find an approach that resonates, it’s incredibly rewarding and becomes a genuine growth opportunity for both the student and yourself.

A study from 2021 by Chomchat Silerat at the University of Cambridge suggests that piano lessons may help autistic students develop important social skills. Specifically, the study explores how learning piano can strengthen imitation, which is a skill that plays a major role in social learning and understanding others’ emotions.

So why does imitation matter?

For many neurotypical people, imitation comes naturally from a young age. Babies copy facial expressions. Toddlers mimic gestures. Kids are like sponges who watch, absorb, and repeat—it’s how they learn about the world (which is adorable – until they start to roll their eyes just like you). This ability to observe and replicate actions is a foundation for human connection. It helps us read situations, understand emotions, and respond in ways that make sense socially.

But for many autistic individuals, imitation doesn’t come as naturally. It can be more challenging, which makes picking up on subtle social cues harder.

That’s where piano lessons come in.

Piano as a tool for social learning

Playing the piano is essentially structured imitation. A student watches their teacher play a passage, then copies it. They hear a rhythm and try to match it. They observe hand movements, dynamics, and phrasing, all in real time. Over time, this process strengthens their ability to recognize patterns and respond to cues—not just musically, but socially.

Imitation through piano lessons matter because:

1. It improves recognition of social cues – The same observational skills that help a student imitate hand movements can help them notice small facial expressions, gestures, or shifts in tone during a conversation.
   
2. It creates stronger emotional connections – Music itself is a very emotional language. Learning to express feelings through dynamics and phrasing can also help students better recognize and interpret emotions in daily life.
   
3. It helps with turn-taking – A huge part of social interaction is learning to take turns and focus on shared activities, whether in a conversation or in a group setting. For example, first it’s your turn to talk, then mine. Piano lessons can reinforce this concept through structured back-and-forth exchanges between teacher and student.

For many autistic students, traditional learning methods don’t always click. But music, especially learning an instrument like the piano, offers a different way in. It provides structure but also creativity. It provides repetition but also expression. And sometimes, it can be the bridge that helps a student connect with the world around them in a way that feels natural and fulfilling.

(Side note: this core idea applies to many activities. Whether it’s music, sports, or dance, any activity that involves observing and imitating can support social learning. Piano just happens to be one powerful example).

What about online lessons?

Personally, I’ve had tremendous success teaching students virtually—and I know many other teachers have too. Ahh, I can already hear the chorus of teachers who adamantly oppose online lessons: “You can’t provide the same level of learning!” or “Online lessons aren’t as productive!” But listen. I can still demonstrate movements, explain techniques, and guide students (who might live across the country) to imitate what they see, even through a screen. I’m pretty proud of that. But this article got me thinking—how does imitation, as discussed in the study, apply to online lessons?

I get it. In-person lessons have the advantage of being, well, in person. I taught in-person for many years, so I’m well aware of the benefits. I may go back to it at some point. But online lessons can be surprisingly effective for building imitation skills. In fact, having a clear, close-up view of the teacher’s hands and face can actually help students focus on details they might miss in a traditional classroom.

Think about it: during in-person lessons, how often does your student fully turn to face you if you’re sitting to their right or left? In my experience… not often. Plus, because I rely more on verbal instruction, students are connecting movements with specific language cues, which reinforces learning in a different way. It also encourages more independence since I’m not there to physically move their hand into position or directly point to the key they need to play.

Instead, I depend on clear demonstrations, descriptive language, and sometimes creative camera angles. For autistic students, who may benefit from multi-sensory learning, I’d imagine that slowing down demonstrations and having them describe what they see before imitating it can make a big difference.

Over the years, I’ve found that piano lessons aren’t just about playing notes, and that’s honestly what I love most about it. They’re about building connections, nurturing interest, fostering growth, and finding ways to reach each student in a way that resonates. It’s a way to learn about yourself – and sometimes, that’s where the real learning happens.

I would love to know your thoughts! Thanks for reading.

Source: Silarat, C. (2021). Piano Lessons: Fostering Theory of Mind in ASD Through Imitation. International Journal of Disability, Development and Education, 69(1), 154–169. https://doi.org/10.1080/1034912X.2021.1947473