LILLIPUT NURSERY, St Albans Catholic Primary School, Essex

GROVE ROAD PRIMARY, Hounslow

2B THE LEARNING ENVIRONMENT

This section looks at environmental design in the broadest sense, including the sensory environment (light, air, sound) and the aesthetic side (furniture, fixtures and finishes and the external environment). A good learning environment should be functional, humane and attractive. By raising pupil and staff moral such an environment can have a number of benefits, including contributing towards more effective working, reducing poor behaviour; and encouraging older pupils to stay on at school. It will also encourage community and business use, and adults returning reluctantly to education. A stimulating environment can also particularly help very young children learn and promote design awareness.

Users like to feel that they are in control of their environment. All user controls (for example for ventilation) should therefore be easily comprehensible and accessible. This section is divided into the five following areas:
 

2B.1 Lighting
2B.2 Acoustics
2B.3 Heating, ventilation and water
2B.4 Finishes, fixtures and landscape
2B.5 Furniture

Positive places
The following links have been suggested by studies into the relationship between the environment and learning, particularly in relation to pupils with special educational needs or disabilities.
• When asked what they like about an environment, most children mention colour, light and space.
• Natural light, or wide-spectrum high frequency fluorescent lighting is preferable to low frequency (50Hz) fluorescent lighting.
• The use of yellow, beige or off-white surface colours can stimulate learning while light blue, green and lavender can be calming, but some vibrant colours can over-excite and have a negative effect on learning.
• Certain scents can aid problem solving, for example peppermint, basil and lemon can stimulate thinking while lavender, camomile and rose can relax and calm. These findings, however, cannot be universally applied as individuals react differently to their environment. For example, some learners find concentration, understanding and recall enhanced by background music, while others require total silence. For more information see Building Bulletin 94

PHYSICAL PROVISION FOR PUPILS WITH EMOTIONAL AND BEHAVIOURAL DIFFICULTIES

All pupils need to have schools and classrooms that are attractive, with good lighting, heating and acoustics.
Research shows that warm, bright, stimulating and well cared for classrooms can send pupils powerful messages about the importance a teacher places on the achievement of learning and the nature of the relationship they wish to build. Comfort, respect and stability in the classroom are vital educational building blocks.
Pupils with emotional and behavioural difficulties (EBD) are particularly reactive to the physical environment and are less tolerant when the context is not conducive to learning. They also have lower concentration spans.
Other factors may also be influential. It has been suggested that certain music can affect pupils, particularly if it is gentle and quiet. Colour can positively affect mood and behaviour. On the negative side, poor sound insulation between classrooms and other learning spaces can lead to pupil distractions.
Taken from John Visser, Aspects of physical provision for pupils with EBD. Support for Learning (2001 vol 16.2)
 
 
 

 

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