What are the solutions then? There are plentiful options, but the main point of this text is to highlight how these trends have limited music education’s ability to conceptualise options in the first place. To constructively address the mountain of challenges facing musicians’ health, we first need to acknowledge and examine the kind of discourse we are trapped in. That first step would by itself allow a plethora of ideas to emerge within the community. Coping is not the same as reflecting on or improving the situations that have caused the problems for students. Of course, it is not an either–or question. Instead, we need both, but awareness without structural change mainly reassigns blame and responsibilities and might not aid much with coping either. Much broader contemplation is required. What kind of health model do we actually want to implement? Can the wellness industry model even blend ethically with public health research and education? When problems are the norm, can we ethically keep talking about problems as deviations from the norm? To truly improve music students’ mental and physical health, difficult questions need to be asked, and systems need to be rethought. This includes questioning the plethora of contradictory advice and pressures that abound in music education and taking action regarding the outdated teaching styles, pseudo-scientific assumptions on health and playing techniques, and dogmatic instrumental traditions that are evidently harmful to many students. These are not primarily medical challenges, yet medical problems become the consequence.