INTERIORS 51 Sound support for schools
Holly Rivers of Heckmondwike FB discusses how noise in schools impacts learning and teaching, highlighting the need for better acoustic standards and the role of carpets in creating quieter environments that allow pupils better focus.
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n recent years, research has increasingly highlighted the detrimental impact of classroom noise on children’s cognitive and academic performance. Children, particularly those who are younger, have learning disabilities, or struggle with auditory processing, are more vulnerable to the disruptive effects of noise. Prolonged exposure to noise not only hinders academic performance but is also linked to higher stress levels, increased anxiety, and impaired emotional regulation.
The need for acoustic standards in school design
Evidence reveals that the average daily noise exposure in UK schools reaches 72 dB, far exceeding the 35 dB threshold recommended by the World Health Organisation for an optimal learning environment. This stark contrast underscores the urgency for architects to prioritise acoustics when designing classrooms. Consequently, architects must adhere to the BB93 guidelines, established by the Department for Education, which outline the minimum standards for acoustic performance in schools.
The guidelines emphasise that speech clarity is essential to support effective communication. However, studies reveal that children can miss up to 25% of information when exposed to background noise. Even more concerning, over 80% of teachers experience vocal strain due to the diffi culty of projecting their voices in noisy environments, which leads to increased absenteeism and stress-related health issues. Therefore, while BB93 provides a critical baseline, it often falls short in addressing the growing complexities of modern educational environments.
Key acoustic challenges in schools Many of today’s school buildings were designed using architectural features from the 19th and early 20th centuries, such
ADF MAY 2025
as high ceilings, hard fl oors, and poor insulation, which unintentionally hinder effective sound management. While these features may offer aesthetic or practical benefi ts, they often fail to meet the acoustic demands of modern education. For example, hard fl oors refl ect sound waves, amplifying noise rather than absorbing it, which disrupts learning. Additionally, the increasing popularity of open-plan layouts in educational design has exacerbated this issue. While these spaces encourage collaboration, they also lead to increased sound transmission between
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