Professor Pat Thomson, CLA Senior Evidence Associate, surveys the latest international research on arts and cultural learning. This month Thomson reviews research exploring the powerful yet underutilised role of cultural participation in enhancing well-being.
Murtin, F and Zanobetti, L (2024) The art of living well: Cultural participation and well-being. Applied Research in Quality of Life. 19(1) 1763-1790
The study draws from an extensive literature review spanning medical, neurological, and social science research, complemented by analysis of time-use surveys from Canada, France, Italy, the United Kingdom, and the United States. The researchers examined data from nationally representative samples of working-age adults (15-64 years) across countries, using survey methodologies that captured both time allocation patterns and emotional responses to daily activities through the U-index—a measure of the proportion of time spent in “unpleasant states” during specific activities. The time-use data revealed participation rates and emotional responses across various cultural activities, from active pursuits like playing music and creating visual art to passive consumption such as attending concerts, visiting museums, and reading. Although sample sizes varied by country and survey methodology, they collectively provide persuasive cross-national evidence of cultural participation patterns among hundreds of thousands of respondents.
A central paradox
The research reveals a striking contradiction: cultural activities ranked among the most enjoyable human experiences yet remained among the least undertaken.
The data shows that cultural participants reported negative feelings during cultural activities less than 2% of the time, a remarkably low rate compared to other daily activities. Playing music, visiting museums, attending concerts, and engaging in arts and crafts were consistently reported as sources of high well-being and positive emotional experiences. However, this exceptional enjoyment did not translate into widespread participation. Only 3% of respondents attended cinema or concerts during the survey reference days, and similarly low participation rates characterised other cultural activities. Even among those who did participate, cultural activities took relatively small portions of their time compared to less enjoyable but necessary activities like commuting or routine work tasks.
The researchers developed an economic model to explain this paradox. Their model suggests that cultural activities occupy a unique position: they provide exceptional well-being benefits for those who choose them, but this choice is a selection effect. Only individuals with strong preferences for cultural activities, a relatively small subset of the population, regularly engage in them. This creates a self-reinforcing cycle where cultural participation remains concentrated among those already predisposed to value it, while the broader population misses opportunities for significant well-being enhancement. The research suggests that heterogeneity in cultural preferences, rather than lack of enjoyment, drives low participation rates.
Implications for arts educators
This paradox presents both challenges and opportunities for arts education. The research validates what many arts educators already understand: cultural engagement profoundly benefits participants’ well-being, with documented positive effects ranging from stress reduction and improved cognitive function to enhanced social connections and personal growth. The neurological evidence cited shows that cultural activities activate reward circuits in the brain comparable to experiencing euphoria.
However, the low participation rates suggest that current approaches to cultural education may not effectively cultivate lasting engagement. The research implies that early and sustained exposure to cultural activities throughout the educational lifecycle is crucial for developing the preferences that predict lifelong participation. We cannot assume that demonstrating the benefits of cultural participation will automatically translate into increased engagement because the barriers are rooted in preference formation and cultural capital development. The selection effect identified in the research suggests that arts education must focus not just on skills development but on preference cultivation. Students need extended opportunities to experience the well-being benefits of cultural participation firsthand, as these positive emotional associations may be necessary precursors to developing sustainable cultural preferences.
Policy Implications
The researchers argue for a renewed policy focus on arts and culture in education, given the documented well-being benefits and the apparent difficulty of developing cultural preferences later in life. They note that as technological advancement potentially reduces working time, leisure activities, particularly those providing meaning and well-being, will become increasingly important for individual and societal flourishing. The research also highlights the particular relevance of cultural participation for aging populations, given evidence of cognitive and health benefits among elderly participants. This suggests that arts education programs might consider lifelong learning approaches and intergenerational programming.
For arts educators, this research provides powerful evidence for the value of their work while highlighting the critical importance of access and early intervention. The paradox suggests that without deliberate educational and policy interventions to cultivate cultural preferences, societies risk perpetuating a cycle where only a small minority experiences the substantial well-being benefits that cultural participation provides. The challenge lies not in only in proving these benefits exist, but in creating educational experiences that help more individuals develop the preferences necessary to seek out these benefits throughout their lives.
