Young people admitted to acute inpatient mental health units frequently experience disruption to education, reduced motivation, social withdrawal, and disengagement from learning. School engagement is associated with improved educational, social, and wellbeing outcomes, while music therapy has been shown to provide a motivating, student-centred approach that supports participation, self-expression, connection, and engagement in learning (McFerran et al., 2017). Within mental health settings, music therapy can offer a non-pathologising space that promotes agency, hope, mastery, and meaningful participation, creating opportunities for young people to connect with strengths and identity beyond their illness (Solli & Rolvsjord, 2015). This workshop showcases a collaborative program delivered by a classroom teacher and music therapist within an adolescent inpatient mental health setting. Through a structured weekly cycle, students first develop foundational instrumental skills through scaffolded music learning. They then engage in a creative songwriting process using visual stimuli, progressing from observation and descriptive language to poems, stories, reflections, and symbolic writing. Individual contributions are combined to create a shared song, ensuring every student's voice is represented. Students collaboratively select musical elements, while the music therapist supports the transformation of ideas into a cohesive composition that is rehearsed and performed by the group. The program intentionally integrates literacy, creative arts, wellbeing, and social connection, providing an accessible pathway for students to re-engage with learning during admission. Through participation in songwriting, students experience opportunities for creativity, collaboration, self-expression, skill development, and collective achievement. Participants will gain insight into the educational and therapeutic foundations of the program and experience a condensed version of the songwriting process, from visual stimulus and collaborative writing through to group song creation. The workshop will highlight how interdisciplinary partnerships between health and education professionals can foster engagement, agency, belonging, and meaningful learning opportunities for young people navigating mental health challenges. Key Learning Outcomes Understand how collaborative practice between educators and music therapists can support engagement and wellbeing in mental health settings. Explore scaffolded approaches to songwriting that integrate literacy, creativity, and student voice. Experience a practical and adaptable model for fostering participation, agency, connection, and learning. Identify transferable strategies that can be implemented across health, education, and community contexts.