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Big regrets: One in three adults wish they’d kept going with music, as A-level Music entries continue to fall

  • New research finds 34% of UK adults wish they had continued making or studying music when they were younger — rising to 45% among 25–34-year-olds
  • Final figures show 4,555 A-level Music entries in England in 2026, down 6.1% year on year and 51.9% since 2008
  • Just 3% wished they had kept going with subjects including law, engineering or accountancy

One in three UK adults — the equivalent of almost 19 million people — wish they had kept going with music when they were younger, according to new research released as A-level Music entries continue their long-term decline.

The nationally representative survey of 2,000 UK adults, commissioned by chamber orchestra London Concertante, and conducted by OnePoll, found that 34% said they wished they had continued with at least one form of music, whether learning an instrument, singing, studying music as a subject, being in a choir or playing in a band, orchestra or ensemble.

Respondents were asked: “What, if anything, do you most regret giving up when you were younger? Select all that apply.”

By contrast, just 3% said they wished they had kept going with engineering, accounting or finance, economics, business studies or law.

The findings come as final figures published today show just 4,555 entries for A-level Music in England in 2026, down 6.1% from 4,849 last year, even as A-level entries overall increased by 2.7%. Music entries have more than halved since 2008, when there were 9,465.

Among adults overall, 21% wished they had kept learning a musical instrument, while 9% wished they had kept singing, 7% studying music as a subject, 7% being in a choir and 6% playing in a band, orchestra or ensemble.

Nearly half of young adults already wish they’d kept going with music

The research suggested the feeling was particularly strong among younger adults. 43% of 18–24-year-olds and 45% of 25–34-year-olds said they wished they had kept going with some form of music.

Among 18–24-year-olds specifically, 14% said they wished they had continued studying music as a subject, twice the national average of 7%.

There were also significant regional differences. Londoners were the most likely to wish they had kept going with music, at 45%, followed by people in Scotland at 41%.

Chris Grist, Artistic Director of London Concertante, said: “These results show a huge contradiction in society. Music is increasingly undervalued in education, yet it is also the number one thing people look back and regret giving up. People really do value music — it holds an incredibly important place in their lives. For years, we’ve placed enormous emphasis on STEM subjects. Of course they matter, but so do the arts.

“The whole ecosystem of classical music — the players and singers on stage, everyone working behind the scenes, and the audiences who come to listen — is built on foundations that are partly laid down at school. We need brilliant teachers and schools that give young people the chance to discover music in the first place.

“The Government has promised change, but after years of decline, what matters is whether that ambition actually translates into more young people studying and making music. This is an existential issue for our industry, and we urge the new Prime Minister and his Government to treat it with the seriousness it deserves.

“But it doesn’t end when you leave school. We see thousands of adults coming to London Concertante concerts in their forties and fifties who have never been to a classical concert before. Our mission is to give people a route back in — through music they already know and love, performed by world-class musicians. Nothing beats hearing great music performed live.”

The Music NET comprises respondents selecting at least one of the following: learning a musical instrument; singing; studying music as a subject; being in a choir; or playing in a band, orchestra or ensemble. As respondents could select more than one answer, individual categories should not be added together.

A-level Music entries in England have more than halved since 2008

Final JCQ figures published on 13 August 2026 show 4,555 A-level Music entries in England, compared with 4,849 in 2025, a year-on-year decline of 6.1%. Across all subjects, A-level entries increased by 2.7% in 2026.

Music entries have fallen from 9,465 in 2008 to 4,555 in 2026 — a decline of 51.9%.

Source: Joint Council for Qualifications, A level by subject, age, sex and country, 2026 (Table 1); Ofqual, A-level outcomes in England historical data.

JCQ results: https://www.jcq.org.uk/exam-results/

Accessed 13 August 2026.

Population estimate

The around 19 million figure extrapolates the 34% survey result to the UK adult population using ONS population estimates.

Source: ONS, Population estimates for the UK, England, Wales, Scotland and Northern Ireland: https://www.ons.gov.uk/peoplepopulationandcommunity/populationandmigration/populationestimates

London Concertante tours extensively across the UK and Ireland, performing in cathedrals, churches and historic venues, with programmes built around music audiences want to hear. Its audience-led approach is designed to make classical music feel less like a closed world and more like something people can return to at any point in their lives.

Source: press release

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The key is trying to limit yourself to perform only the pieces that will be best for you and the audience. Otherwise, you’re doing everyone—yourself, the composer, and the audience, a huge disservice.

Richard Goode, concert pianist

I’m sure most performers would agree with Richard Goode’s statement, yet many, especially younger artists, are under tremendous pressure to “play to order” and to offer programmes which will satisfy promoters or venue managers.

It’s a physical and mental impossibility to play everything well (though there are a number of musicians out there who do seem to have mastered this, but they are rarities!), and the best performers understand their limitations. This is not to say that they offer limited repertoire, rather that the music they choose to play truly demonstrates their artistry. During their training, however, musicians are discouraged from specialising and instead tend towards a broad repertoire. Obviously, this has its advantages, as it introduces the student musician to a wider variety of music and will give them an appreciation of the breadth of their instrument’s repertoire.

The advantages of performing what you know you play best seem obvious, yet it’s common to attend a concert and feel that the performer is playing music with which they are not entirely comfortable. For young artists, teachers and mentors may encourage them to select certain works to impress potential agents or promoters, while other artists play music which they think their audiences want to hear. And in the desire to offer as wide a repertoire as possible, some performers run the risk of dilution or of not studying the music deeply enough because of the pressure to learn so much.

As they mature, certain performers may develop an affinity with specific composers or genre and may choose to focus on that. Andras Schiff is one such example with his predilection for J S Bach and the Viennese masters; Piotr Anderszewski and Richard Goode are other examples. All these pianists offer their audiences impeccable and insightful performances of the music they know they play well, because when musicians know what they play well, they play to their strengths while also revealing something of themselves to their audiences. This in itself gives audiences a more meaningful concert experience, a contrast to a performance which may be reliable but just doesn’t reveal enough of the person behind the instrument and the notes. And when we play what we know we play well, we play with confidence, flair and enjoyment – all facets which audiences appreciate.

Knowing one’s limitations requires a level of humility which can be quite hard won and take time to achieve, for both professional and amateur musicians. The training of young musicians today is such that they are taught to believe they can play anything – and many have the technical and artistic facility to play some of the most challenging works in the repertoire from a relatively young age – but appreciating one’s limitations and working within them is a mark of self-insight and musical maturity.

….we’re not machines, so part of being successful at this is understanding your own limits—your taste, your approach, and only performing things that work for you.

– Richard Goode

 

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I have a theory that we should spend c25 years living with our music, studying it, absorbing it, and then only perform it when we are in our 40s or 50s; unfortunately, this is not an ideal scenario in which to forge a career as a performer, and few professional musicians would ever have the luxury of being able to work in this way, but it’s an interesting thought nonetheless.

Music – like wine – needs to mature. We need to spend time with it, understand it, allow its flavour, depth, and narrative to develop. We need to live with the music to find out what makes it special, study its style and contextual background which provide invaluable insights into the way it should be interpreted, listen around the work, endlessly strive to find the emotional or spiritual meaning of a work, its subtleties and balance of structure, and how to communicate all of this to an audience as if telling the story for the very first time.

To do this, we should never study and learn music solely in the isolation of the practise room. The 8-hour practise regime I know some musicians pursue is harmful in so many ways, beyond the merely physical. And note-bashing (which is what practise becomes beyond a certain time-frame), is no substitute for life experience: fall in love, fall out of love, embrace art, literature, poetry, theatre, film, go to concerts, meet friends, eat, drink – all these things feed into the artistic imagination and help shape one’s response to music. Because, fundamentally, composers are just like us – sentient, thinking, emotional human beings who drew on their own life experience to create their music.

I know my own musical maturity has come from physical maturity and life experience, and from spending a great deal of time “in music”, by which I mean attending concerts, in my capacity as a concert reviewer and for the sheer pleasure and enjoyment of live music (which I adore); interacting with other musicians, primarily through the Meet the Artist interview series on this blog, and encounters with musicians at concerts and other events; teaching and interacting with students and other teachers; reading and listening. In addition,  I continue to study with master teachers, whose own studies with some of the great pianist-teachers of the twentieth-century (including Nina Svetlanova, Andras Schiff, Vlado Perlemuter, Phyllis Sellick, Guido Agosti and Maria Curcio) offer unique insights and act as connectors to earlier teachers and mentors, and, most importantly, to the music.

In more practical terms, I believe that our music matures through detailed and careful learning, a deep understanding of the piece, and a solid grounding in the technical and stylistic aspects of piano playing, together with an awareness of cultural and historical contexts. Learning a work and then putting it aside for a few months can also be hugely beneficial, for on returning to that work, one often discovers new things about it, while also deepening one’s understanding of and response to the music. Performing regularly helps shape our response to our music and allows interesting new ideas to develop which can be reviewed and pursued after a performance. The work is never static: it is always evolving, developing, and on this basis one can never truly say a work is “finished”.

Observing young professional artists in concerts, it strikes me that many young people, and even some more established or senior artists, feel they must learn a lot of repertoire very quickly. They are under pressure to have the big warhorse concertos – a Rach, a Tchaik, a Beethoven – in the fingers, together with other “holy grails” of mainstream concert repertoire, such as Chopin’s Études, Ballades, Sonatas and Scherzi, Liszt’s Transcendental Etudes, Beethoven’s most well-known and well-loved Piano Sonatas. Young artists are under tremendous pressure in this competitive world of classical music to demonstrate that they can handle these great works (competitions and superior-quality recordings don’t help this situation either), but sometimes their performances seem to lack depth: technically assured but not always as insightful or thoughtful as one might like, their sound becomes a bland synthesis, as if they are striving for that perfect sound of a top-quality recording, instead of allowing emotion and life experience and the excitement and risk of the one-off live performance to enter their music. One hopes that such artists will give their music time to develop and mature.

The late great Glenn Gould was obviously aware of the differences in one’s playing and response to the music which develop over time when he re-recorded the Golberg Variations in 1981. Compare this with his youthful recording, and one hears more breathing space and thoughtfulness in the music. It is perhaps this insight and profundity that one seeks in going to hear performers such as John Lill, Maurizio Pollini, Martha Argerich, Maria Joao Pires and Radu Lupu, all now “senior” musicians who have spent a lifetime in music. But of course now and then one comes across a young performer whose playing leaves one utterly awestruck and keen for more: one such performer is Daniil Trifonov, who at only 23 already displays an extraordinarily mature approach, combined with superb technique and musical understanding. One can only hope that these fine aspects of his pianistic persona go on developing as he matures.

Glenn Gould – Aria from the 1955 Goldberg Variations recording

Glenn Gould – Aria from the 1981 Goldberg Variations recording

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Thinking about studying at music college? This guest post by Madelaine Jones, a third-year student at Trinity-Laban Conservatoire of Music & Dance, will give you a flavour of student life at a top London conservatoire…..

Trinity Laban Conservatoire of Music & Dance in Greenwich

“So where do you study, then? What subject?”

“Oh, I’m a piano student. I study at a conservatoire.”

Cue either the hostile look of ‘that’s not actually a degree, is it?’ (unfortunately, I have experienced this), the confusion at the fact that I attend an alien type of institution that sounds shockingly similar to something you grow plants in (amusingly, I have also experienced this), or the look of sheer terror at the fact that I clearly must spend 14 hours a day chained to a piano and have no shred of a life away from a keyboard. To fellow musicians who’ve never experienced conservatoire life, there is this strange misconception that conservatoire musicians are work-machines who never do anything but practice, practice, practice – and while I’m sure there are some music students out there whose lives resemble something of the sort, the vast majority of conservatoire students have far more varied and interesting lives than you’d ever given them credit for.

Over the last three years of college, I have met people who work consistently throughout the year, putting a few hours in every day, come rain or shine. I have also met people who won’t touch a piano for weeks at a time and will wing their exams after cramming furiously at the last minute. Similarly, I’ve met people who study avidly, listening and reading as much as they possibly can. I’ve also met people who haven’t touched a book since they left school and who would far rather go to a Lady Gaga concert than a Wigmore Hall recital any day of the week. The spectrum of people, abilities and ambitions at a music college is simply staggering, and to cast a blanket over the average conservatoire student and their experience of college life would be absolutely impossible.

Personally speaking, the most important part of any conservatoire education is Principal Study time (or, to scrap the jargon, one-to-one instrumental lessons with a teacher). During your time at college, your teacher is your mentor and probably the biggest influence you’re going to have musically – I do even know some people who picked their college solely for their instrumental teacher. As with scary practice myths, there seems to be this misconception that all teachers at conservatoires are incredibly hard taskmasters who crack the whip incessantly and have ridiculous expectations. True, there are some teachers like that – and generally it’s the pupils who want to be pushed who opt for those teachers. But equally, there are plenty of empathetic teachers out there. My Principal Study teacher is quite simply one of the most understanding and patient teachers I have ever had (given my somewhat temperamental disposition, she’s got the patience of a saint!), and the lack of pushiness doesn’t in any way deter me or make me want to work less. If anything, it inspires me to work harder so that I can try and repay her for her kindness and understanding by becoming a better pianist. But there are some people I know who would hate to have a teacher that, frankly, didn’t kick them up the backside every five minutes, else they’d get complacent.

The freedom to do what you want at a conservatoire is, without any shadow of a doubt, both a blessing and a curse. In terms of timetabled activities, I don’t actually have a lot of classes: there are a few academic classes every week, a few optional ensemble classes, a performance tutorial, but in terms of compulsory lectures to attend, there’s really not much to pin your day around. This can be a blessing if you’re motivated enough to use it wisely: you can practice, read about music (or anything else), go to concerts, widen your view on the world, and still have time to get all your work for college done. You can also fill your time with extra-curricular projects and performances. Over the past two years, I’ve taken harpsichord lessons and occasionally participated in Early Music projects, which has been a great experience. Other people I know have signed up for various orchestral projects or completely saturated their timetable with chamber music. So, for people who really want to get involved, having a sparse timetable with access to practice facilities and a whole range of optional classes is a blessing. However, the question of motivation is always an issue. Let’s face it, if you had nothing but a couple of hours of classes on your timetable every day, wouldn’t you be tempted to sneak more than the odd lie-in too? Wouldn’t that picnic in the park, mid-June and gorgeously sunny, sound more appealing than a day in a sweaty practice room to you? Where there is freedom, there is always the temptation to stray off the path of hard work. It’s just up to the individual how much they want to let themselves stray.

So when people ask me what a conservatoire is like, as you can see, there’s such a giant scope of different experiences that it’s difficult to pin down a single explanation. It will vary from person to person, conservatoire to conservatoire (experiences in other colleges may be different – those of you who attend ridiculously competitive institutions, berate me if you wish). To sum up the average experience, given those I know and see on a day-to-day basis, I would say this: a conservatoire is strange little bubble of a world where everybody talks about Schumann like they know him personally, drinks coffee incessantly, finds it normal to spend more than 10 hours in college and only have spent half of them actually practising and fills the rest of the time either frittering away their life in the café, avoiding work, or, if they’re one of the blessedly motivated few, reading and listening and broadening their mind. It really is a truly wonderful – if a little surreal – place to study, and even in the stressy exam periods, I am very happy to say I chose to come to a conservatoire and have enjoyed my time immensely so far (sadly, I’m now halfway through my degree). To me, the best part of it all is that since everyone is studying the same subject, and college is so small, there’s a great sense of camaraderie in a conservatoire which you don’t get in your average university. Everyone has a shared love, and everyone’s in the same boat – a boat which, with any luck, would have good sound-proofing.

Madelaine Jones is currently a student at Trinity Laban Conservatoire of Music and Dance, studying piano and harpsichord with Penelope Roskell and James Johnstone respectively. She was the winner of the Gladys Puttick Improvisation Competition 2012 with duo partner and dancer, Adam Russell. Her ensemble experience as a pianist has included working alongside the BBC Singers, the Medway Singers and the Walderslade Primary School Choir, and she has performed as a harpsichordist and chamber organist in the Greenwich International Early Music Festival alongside Trinity Laban’s various Early Music Ensembles. Madelaine is a previous recipient of an LCM London Music Schools and Teachers Award, and is also a keen writer in her spare time. She reviews for international concert and opera listings site Bachtrack,  and is a regular guest contributor to The Cross-Eyed Pianist blog.

For more information, visit https://www.facebook.com/madelaineclarajones

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Lohen-Behold: the piano music of Richard Wagner

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Music conservatoires in the UK

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Royal College of Music

Royal Northern College of Music

Royal Welsh College of Music & Drama

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