If noise disrupts learning, the acoustic parameters of classrooms are still not taken into account enough. Some points of reference to understand what is at stake at the level of establishments, teachers and students.

The conditions in which students study are the subject of many issues. This is reminiscent of the dilapidated conditions of certain schools for which renovation plans have been initiated , such as in Marseille. It is established that the design of school buildings and classrooms impacts the health of occupants and learning processes, particularly through the effect of noise. Acoustics is the physical parameter that has the greatest impact on academic performance and the well-being of teachers .

However, the acoustic conditions of classrooms are not yet sufficiently taken into consideration. They often remain poorly adapted to the needs of students and their teachers. Also, scientific research is increasing, making it possible to objectify and refine this observation. Some explanations on the question.

Assessing students’ “acoustic comfort”

In building acoustics, several variables, closely related to each other, have been identified. These are mainly background noise, reverberation and speech intelligibility. Noise levels and reverberation affect speech intelligibility for listeners.

If reverberation is high, unwanted sounds, such as moving chairs, shuffling papers, the sound of school equipment, whispering or coughing, remain in the classroom longer and increase the noise level. In addition, during classroom activities such as group work, the increase in noise level due to reverberation is further amplified.

Reverberation is commonly proposed as a way to measure how well students listen in classroom environments. It is an acoustic reflection phenomenon that occurs in a room when sound waves impact on the building material.

The parameter that quantifies the reverberation of a room is the reverberation time (RT). It is defined as the time required, expressed in seconds, for the noise level to decrease by 60 decibels (dB) after the sound source stops. In the literature , reverberation appears to be a more important factor than speech transmission in measuring the acoustic comfort of students. It is also the most referenced acoustic measurement parameter.

Reverberation time varies depending on the volume of the room and the absorption properties of the materials used. A universal and perfect reverberation for classroom performance does not exist. According to international recommendations (WHO, 1999) , a reverberation time of less than 0.6 seconds in an unoccupied room is considered optimal.

However, regulatory thresholds vary depending on the country and its legislation. In France, the decree of 25 April 2003 on the limitation of noise in educational establishments imposes reverberation time values ​​of between 0.4 and 0.8 seconds for unoccupied teaching premises. In occupied classroom conditions, reverberation times of between 0.45 and 0.5 could be optimal.

Degraded acoustics: effects on language skills

Poor acoustics have repercussions for both teachers and students. For teachers, it affects their well-being and their perception of the school climate. Teachers who work in rooms with long reverberation times experience the school climate as more competitive, but also less relaxed and comfortable .

In students, acoustic conditions influence listening and learning. This is particularly true for young students whose ability to recognize speech in unfavorable conditions does not reach the optimal level until adolescence.

Thus, a 5 to 7% drop in reading and numeracy scores was observed among students working in a classroom with poor acoustics. An unfavorable effect was also found on language skills, attention and concentration abilities, and memorization. Increased fatigue among students accompanies these drops in performance.

In terms of language skills, a study conducted in Germany (2010) with 398 pupils with an average age of 8.5 years indicates that pupils whose classrooms have high reverberation (TR > 1 second) performed less well than pupils whose classrooms have optimal reverberation (TR < 0.6 seconds) in a phonological processing task. These results tend to show that learning in reverberant – and therefore noisier – rooms is likely to alter phonological perception and discrimination, a precursor in the acquisition of written language (reading, writing).

Poor acoustics affect memorization

Regarding attention-concentration, poor acoustics require more effortful listening, which is likely to lead to poorer concentration and more difficult mental work.

Complex tasks such as memorization and problem solving are more affected by poor acoustics than simpler, repetitive tasks. Complex tasks require the articulation of many pieces of information and knowledge. In this sense, they mobilize sustained attention processes more than simpler tasks.

It should be noted that students with special educational needs seem to be more affected by poor acoustics in a classroom. This particularly concerns students suffering from hearing loss , students with language disorders , attention disorders , or those with autism . Students who study in a language other than their mother tongue are also affected.

For autism spectrum disorder, as the majority of those diagnosed experience sensory processing differences, the acoustic quality of classrooms is a major concern. Indeed, significant reverberation increases the noise level in the classroom, which has repercussions on the behavior of students with autism by leading to more situations with inappropriate behaviors.

Research to be developed in the French context

In France, an inventory of the acoustic quality of primary school classrooms remains to be undertaken. A study investigated the influence of classroom acoustics on learning French and mathematics among 230 French pupils aged 6 to 7, the average age for acquiring reading, writing and arithmetic. The results highlighted the existence of degraded acoustic conditions (above the French standard) for 60% of the pupils in the sample.

Too much reverberation would have a negative impact on progress in the national CP assessments in French and mathematics between September and January, four months later. This result would be all the more significant if the students were in a situation of academic difficulty.

Since poor acoustics have negative effects on the learning of students, especially the most vulnerable, it seems essential to act on it using different means. For classrooms whose criteria do not meet the regulatory thresholds, direct intervention on the building seems essential.

The solicitation of an acoustician will make it possible to identify the priorities for action by acting on the materials, the volume, the configuration, the furniture or even the technical equipment. In a complementary manner, and for the teaching rooms which respect the regulatory criteria, actions on the behaviors in class can be carried out.

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This will include encouraging students to be silent at appropriate times, making whispering the norm, placing the most academically vulnerable children at the front of the room, using suitable equipment (noise-canceling headphones, earplugs, etc.), or playing calm and soothing background music at times to help students lower the volume and concentrate.

These recommendations for acoustic comfort can be proposed to educational teams and town halls, owners of primary school buildings. Indeed, support for establishments is essential to provide a working and learning environment adapted to the challenges of the 21st century  and to meet the challenge of inclusive education.

Author Bios: Alexandra Danober is a PhD student in Psychology, National Education Psychologist, Christophe Luxembourger is Lecturer in Psychology and laboratory associate 2LPN and Youssef Tazouti who is University Professor in Educational Psychology, 2LPN (Lorraine Laboratory of Psychology and Neurosciences, EA. 7489) all at the University of Lorraine