How Can Classroom Environments Promote Student Learning?

Have you ever wondered what classroom environment is most beneficial for your child(ren)'s development and learning? Look no further! We decided to read the research and discover what makes up the “best” learning environment. While there is no one size fits all classroom setup and  what is best will depend on the students’ needs and stage of development, we found some tips and tricks to support learning!

Often, young children have a harder time maintaining focus than their older peers; for example, kindergarteners are more likely to become distracted by auditory input (loud noises in the hallway) and visual input (posters covering the walls) than their sixth-grade peers (Fisher et al., 2014). Interestingly, classrooms for younger children tend to contain more visual elements like posters and wall decorations, which can make it more difficult for them to focus. In fact, kindergarteners are more likely to be distracted and spend time off-task when placed in a decorated classroom when compared to a less-decorated classroom (Fisher et al., 2014). Additionally, research has found that children learn more when in a less-decorated classroom when compared to a highly decorated classroom (Fisher et al., 2014).

When thinking about elementary classrooms, it can be hard to fit material for all subjects within one space. For example, one classroom must house math, science, reading, and writing materials! However, putting posters for all subject areas on the wall can increase time off-task and negatively impact learning. To reduce distractions and enhance learning, consider putting posters on cardboard display boards that can be easily brought out on an as-needed basis and limit what is on the walls! Additionally, check out 1Thrive; 1Thrive is a company specializing in custom-made, organizational systems to help tidy up busy schedules, routine, calendars, and spaces. 1Thrive boards can help declutter walls both at home and in the classroom!

As mentioned, it is crucial to ensure that classroom settings are appropriate for the age and developmental stage of the students. Therefore, classrooms for middle and high schoolers should look much different than those in elementary schools. While young children are likely to be distracted by too much visual input, older students are better able to “tune it out.” Active learning classrooms (ALCs) can be advantageous for older students. These classrooms have flexible seating arrangements and tables that can be easily moved based on their current activities (Rands & Gansemer-Topf, 2017). ALCs provide students with opportunities to engage more actively in their learning process and encourages them to reflect on their actions (Rands & Gansemer-Topf, 2017). Additionally, ALCs support students working together, further growing their communication and teamwork skills (Rands & Gansemer-Topf, 2017). Students report that ALCs help them learn at their optimum challenge level (not too easy, not too hard) and result in more holistic engagement with the educational content (they fully engage both their body and mind!) (Rands & Gansemer-Topf, 2017).

So what does this mean for you and your child? Talk to your teacher, school occupational therapist, and/or school administrative staff about implementing the ALC setup! Creating an ALC is quite simple and can make a huge difference in how your child(ren) will succeed academically! While purchasing all new tables and chairs with wheels may not be affordable, try just implementing the idea behind ALCs. For example, move the seats around a large table area for group activities and switch to rows when learning is lecture-based!

When assessing a learning environment, it is also crucial to consider three key factors: naturalness, individualization, and stimulation.(Barrett et al., 2015).

Naturalness: When talking about naturalness, we are referring to factors that make the environment comfortable. These factors include lighting, sound, temperature, and air quality (Barrett et al., 2015). Many children are sensitive to lights and sounds. Therefore, ensuring the space has optimum lighting and sounds to support arousal and engagement will improve learning outcomes!

Individualization: Individualization refers to the space’s fit for the students who use it (Barrett et al., 2015). When children feel ownership of and represented in their classroom, participation and feelings of responsibility increase (Barrett et al., 2015). Simple changes, such as adjusting decorations to align with students' projects and interests, can increase feelings of ownership!

Stimulation: Stimulation refers to how colorful and complex the classroom environment is (Barrett et al., 2015). Classroom stimulation levels are a lot like Goldilocks and the three bears; it should not be too much or too little, but has to be just right! As discussed above, this depends on the age and developmental stage of the students using the classroom.

Did You Know?

Did you know that SENSE-ational Spaces can work with your child(ren)’s school to develop positive learning environments? SENSE-ational Spaces can work alongside your child(ren)’s educators to generate ideas, create specific recommendations, and even implement the modifications! Additionally, there are grants that can help cover the associated costs. If you or your school is interested in learning more about SENSE-ational Spaces and/or how to apply for grant funding, please reach out to us at:

Senseational.spaces@gmail.com

Or call us at: (612) 412-1034

We would love to have the opportunity to support learning within your school! In the meantime, check out this blog with some simple tools for the classroom that you can implement today!

References

Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015). The impact of classroom design on pupils’ learning:

Final results of a holistic, multi-level analysis. Building and Environment, 89, 118–133. https://doi.org/10.1016/j.buildenv.2015.02.013

Fisher, A. V., Godwin, K. E., & Seltman, H. (2014). Visual environment, attention allocation, and l

earning in young children. Psychological Science, 25(7), 1362–1370. https://doi.org/10.1177/0956797614533801

Rands, M. L., & Gansemer-Topf, A. M. (2017). The room itself Is active: How classroom design impacts

student engagement. Journal of Learning Spaces, 6(1), 26–33.