## 1 Introduction  
Social-emotional functioning includes socio-emotional cognition and social behaviors [1]. Positive social-emotional functioning involves understanding and regulating emotions and building positive relationships. It also includes a couple of essential components. One essential component, positive outlook, refers to maintaining a positive attitude toward events and circumstances, clearly recognizing one's psychological state and abilities, and proactively engaging in social interactions. Research indicates that a positive outlook contributes significantly to emotional resilience when facing adversity and is considered an essential life skill [2]. Additionally, practical social problem-solving skills contribute to positive feedback and recognition in social interactions, enhancing psychological resilience, self-efficacy, and social adaptation [3,4]. The other essential component contributing to positive social-emotional functioning involves empathy, the ability to understand and infer others' emotions, perspectives, and thoughts and respond appropriately based on observed or imagined emotional experiences. A critical aspect of empathy is perspective-taking, which allows individuals to adopt others' viewpoints, facilitating deeper comprehension of social contexts and emotional states [5,6]. Musical literacy and emotion share a close and interactive relationship. Musical literacy refers to an individual's ability to understand, appreciate, and create music, while emotion encompasses responses to external stimuli. Unlike language literacy, musical literacy requires continuous listening and experiential learning [7]. Musical literacy enhances music appreciation and plays a crucial role in emotion regulation, communication, and social interactions. Integrating instrumental performance with cognitive and emotional processing activities facilitates problem-solving and attribution retraining [8]. The duration of music education interventions significantly affects their effectiveness, with longer interventions generally leading to more pronounced improvements in emotion regulation, benefiting both general and high-risk populations [9,10]. For example, children listening to soft music-accompanied storytelling in teaching self-regulation of emotions can better recognize their inner emotions and thoughts. Through guided discussions, they learn how story characters manage emotional changes, enhancing social communication and emotional behavior skills [11]. This study explores the impact of classical music on social-emotional development. Classical music holds value due to its diverse cultural origins, historical significance, and intellectual depth. It uniquely reflects the richness of human experiences and effectively stimulates imagination, unlike many popular music genres constrained by predetermined lyrical frameworks [12]. Numerous studies have demonstrated that classical music can directly influence emotional states [13, 14, 15]. For example, [PERSON] et al. [16] studied how visual and musical stimuli affect brain processing. Using emotionally intense images from the International Affective Picture System and classical music clips, they induced happiness, sadness, and fear. Physiological data, including heart rate, skin conductance, respiration, temperature, and self-reported emotions, were collected. Results showed that combining visual and musical stimuli most accurately reflected emotional experiences. Music genre classification (MGC) is a task within the Music Information Retrieval (MIR) domain to achieve a computational understanding of musical semantics. For a given song, the classifier predicts relevant musical attributes and features. Based on the task definition, almost infinite classification objectives range from genres, emotions, and instruments to broader concepts. These features are crucial markers that distinguish various musical styles. For instance, string instruments in classical music and synthesizers in pop music directly reflect their stylistic characteristics.