Abstract
Much of the research evidence relating to the physical learning environment of schools is inconclusive, contradictory or incomplete. Nevertheless, within this confusing area, research from a number of disciplines, using a range of methodologies, points to the negative impact of noise on students’ learning. In this paper, drawing on our systematic review of learning environments we review the weight of evidence in relation to noise, considering what implications the results of these studies have for the design and use of learning spaces in schools. We make four key points. Firstly that noise over a given level does appear to have a negative impact on learning. Secondly that beneath these levels noise may or may not be problematic, depending on the social, cultural and pedagogical expectations of the students and teachers. Thirdly we argue that when noise is deemed to be a difficulty, this finding cannot simply be translated into design prescriptions. The reasons for this indeterminacy include differing understandings of the routes through which noise produces learning deficits, as well as relationships between noise and other elements of the environment, particularly the impacts of physical solutions to noise problems. Finally, we suggest that solutions to noise problems will not be produced by viewing noise in isolation, or even as part of the physical environment, but through participatory approaches to understanding and adapting the structure, organisation and use of learning spaces in schools.
Highlights
Investigating and Improving the Learning EnvironmentThe learning environment provided by a school should be understood as resulting from a complex, dynamic relationship between the various physical elements and the attitudes and actions of the different users who constitute the school community
Noise leaking between rooms suggests improved sound insulation while high levels of background noise in classrooms indicate a need for quieter models of heating and other equipment
Models of noise nuisance which centre on noise impacting on cognitive processes, such as attention or language, and those which prioritise noise annoyance or impacts on mood, may suggest different mechanisms but they have in common an individualised view of learning and, existing
Summary
The learning environment provided by a school should be understood as resulting from a complex, dynamic relationship between the various physical elements and the attitudes and actions of the different users who constitute the school community. The identification of problems with the physical setting may be aided by a narrow focus, any attempts to improve the environment and facilitate better learning will require a wider perspective. This reasoning underpinned our systematic review of research evidence relating to the physical learning environment [1] and led us to consider the evidence for impacts on learners’ attainment, engagement, affect, attendance and wellbeing. There is not the same calibre of evidence to suggest that there are predictable effects when noise in classrooms fluctuates in the middle ranges, for example to suggest that the noise made by learners engaged in active or collaborative activities has a negative impact on the amount or quality of what is being learned. As can be seen in table 1, there is a range of research evidence relating to noise, which we will consider in more detail
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