This thesis is based on a curiosity and interest in how music can affect our mental health. Through a critical discourse analytical perspective, it is investigated how music education (based on the syllabus that will come into force in 2022) can contribute to promoting mental health in young people. The study is based on SEC and how it, in relation to music, can have significance and function for people's personal development. Such as which of the activities that can be conducted in music education can develop SEC and thus promote health. The study was conducted through qualitative text analysis of the material. The results show that the future curricula have good conditions for processing the characteristics of SEC and thus have good opportunities to be a contributing factor in promoting young people's mental health. However, the results also show that these possibilities are not an axiom, as the discursive practice is crucial for the outcome of the social practice where the education and the students are involved.