The importance of the built environment for learning-A research evidence overview

To understand the significance of the built environment for pupil and teacher classroom activity and the key relationships with classroom acoustics, it is necessary to consider a number of key features of the school built environment. This paper reviews the evidence (psychological, physiological, social, educational and environmental ) for the ways in which the school site, its buildings and grounds provide the infrastructure that supports learning and development in primary schools. Poorly managed, monitored and maintained school environments are associated with negative effects on classrooms, pupils and teachers. However our knowledge and understanding of the interaction between key features in the environment is limited. The review identifies implications for policy and practice for teachers, school managers and those designing and commissioning new schools or renovating existing ones.