How buildings affect learning

A growing body of research says that the conditions and quality of the school building affects student achievement and behaviour.

According to the latest study on this subject to come out of the UK, well-designed buildings and pleasant surroundings can lead to better attendance and concentration as well as motivation and self-esteem - factors which can improve performance.

The study was reported on the BBC's education website and other media last week.

Its author, Helen Clark, of the Institute of Education, was quoted as saying: "Physical features, such as light, space, furnishings and equipment, can make people feel valued - or not.

"This affects their behaviour and attitudes and can significantly enhance or impede the learning process. Creating stimulating environments can raise the expectations of parents and teachers and act as a powerful motivator in bringing about positive change."

Features known to influence learning include age of the building, lighting, colour, noise, graffiti, cleanliness and density of pupils, the study says.

Natural light can help learning, but this also needs to be balanced with blinds that allow the use of computer screens and whiteboards.

There should be adequate circulation around a school - with corridors wide enough to prevent overcrowding and with good visibility lines for supervision.

In terms of the use of colour, neutral colours have a calming influence - and in primary schools it should not always be assumed that children want primary colours.

The US Department of Education says on its website that good facilities appear to be an important condition for student learning, provided other conditions are present that support a strong academic programme in the school.

Environmental conditions such as peeling paint, crumbling plaster, nonfunctioning toilets, poor lighting, inadequate ventilation and inoperative heating and cooling systems can affect learning as well as the health and morale of the staff and students, says the department.

It quotes a number of studies: For example, students in District of Columbia school buildings in poor condition had achievement that was six per cent below schools in fair condition and 11 per cent below schools in excellent condition. The study controlled for other variables such as students' socio economic status.

A study in Virginia found similar results, but also that achievement seemed to be more directly related to cosmetic factors - rather than structural ones - such as airconditioning, classroom furniture, graffiti and noisy external environments.