: Designing Schools with Our Ears: The Impact of Acoustics on Learning Gareth Tudor’s first blog as Deputy Director of Cornwall RS discusses enhancing the learning environment for all.

At St Ives Junior School, our pupil council raised concerns about excessive noise levels in the school hall, particularly during PE lessons and lunchtimes. In response, we installed sound clouds to reduce reverberation, creating a calmer and more effective space for assemblies, PE lessons, and performances. This project underscores the importance of pupil voice and our commitment to enhancing the learning environment for all.

Yet this led us to reflect: when designing classrooms and school spaces, do we focus primarily on what is visually appealing and functional, while overlooking how they sound? This idea is explored in Julian Treasure’s TED Talk ​‘Why Architects Need to Use Their Ears’ (2012), in which he argues that due to poor acoustics, students may miss up to 50% of what their teachers say. He likens education to watering a garden — if classrooms are too noisy, much of the water (knowledge) evaporates before it reaches the flowers (students).

The Impact of Poor Acoustics on SEND Pupils – the vulnerable suffer the most

The importance of acoustic design is particularly relevant for pupils with auditory processing difficulties, sensory sensitivities, and temporary hearing loss (e.g. glue ear or colds). Research by Shield & Dockrell (2008) found that:

The study further concluded:

​“Children with special educational needs were found to be more susceptible to the effects than other children.”

Shield and Dockrell (2008) found that primary school children with SEN struggled more in literacy and processing tasks, particularly in noisy environments (65dB).

The European Environment Agency (2024) also highlights the impact of transport noise on cognitive development, finding that children in noise-affected schools tend to score lower on reading comprehension and face more behavioural challenges. However, these effects can be mitigated through environmental noise interventions. At St Ives, we have thought about avoidable and unavoidable noise (being so close to the sea, noisy hungry seagulls are always present!) and ways we could try to reduce them.

Beyond academic performance, the psychological impact of noise is well documented. Dr. Dan Siegel’s (1999) ​‘Window of Tolerance’ describes the optimal emotional state for learning. Education Scotland suggests that to help pupils stay within this zone, we should:

This reinforces the link between acoustics, emotional regulation, and cognitive load, particularly for children with SEND. The EEF’s ​‘SEN in Mainstream Schools’ report emphasises the importance of creating a positive learning environment for all pupils.

Recommendation 1 states:

It further highlights that:

At St Ives Junior School, we took these insights and reflected as a staff on additional adjustments that could support pupils with additional needs.

How We Are Improving Classroom Acoustics

Research suggests optimal noise levels should be between 35 and 40 dB (Acoustic design of schools: performance standards, 2015). However, these targets can be challenging in dynamic school environments – collaborative learning, the importance of oracy and other school day acoustics all need to be considered. After all, shouldn’t schools be filled with laughter and children enthusiastically talking about their learning? At St Ives Junior School, we are implementing practical strategies to manage noise levels effectively:

• Setting clear expectations for noise levels – By explicitly discussing what different learning spaces should sound like, we empower pupils to take ownership of the environment.
• Using non-verbal signals – Raising a hand as a universal signal reduces disruption and helps avoid raising voices unnecessarily.
• Teaching pupils what good listening looks and sounds like – In Year 3, for example, teachers use data loggers and apps to measure background noise, involving pupils in discussions about maintaining optimal sound levels. (We fully acknowledge that a school is not a silent environment — this is about balance, not unrealistic expectations)
• Designing quiet, focused learning environments – We have used hessian material to reduce reverberation, while reading corners with soft furnishings contribute to a more comfortable auditory setting.
• Reducing visual noise – This particularly benefits pupils who struggle with auditory processing. Displays are designed as working walls that support learning with modelled examples and key vocabulary, rather than overwhelming decoration.

Beyond Pupils: The Impact on Teachers

Noise levels don’t just affect students. Julian Treasure’s TEDGlobal talk references a 2005 Universität Bremen study, which found that the average classroom noise level is 65 dB and correlates with increased teacher heart rates. This suggests that excessive noise contributes to teacher stress and fatigue, reinforcing the need for thoughtful classroom design.

Conclusion

As teachers, we often carefully curate classrooms to be visually stimulating — but what if we gave equal priority to how they sound? A well-designed auditory environment supports learning, reduces stress, enhances communication, and creates a more inclusive space for all pupils, particularly those with SEND.

References and sources:

https://www.ted.com/talks/julian_treasure_why_architects_need_to_use_their_ears

Shield, B., & Dockrell, J. (2008). The Effects of classroom and environmental noise on children’s academic performance. In 9^th International Congress on Noise as a Public Health Problem (ICBEN), Foxwoods, CT

Impact of noise in education

The effect of environmental noise on children’s reading ability and behaviour in Europe | European Environment Agency’s home page.

Special Educational Needs in Mainstream Schools | EEF

Window of Tolerance

Acoustic Design of Schools: Performance Standards