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1 reference
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- Vol 3 RE: Chapters 11, 13
classroom designnaturalnessindividualisationenvironmental stimulationdaylightair qualityflexible layoutspupil progressJournal article Evidence summaryAt a glance
Barrett and colleagues assess 153 classrooms in 27 English primary schools, linking physical characteristics with the academic progress of 3,766 pupils.
Key ideas
Their multilevel analysis organises environmental features through three broad principles: naturalness, including light, temperature, and air quality; individualisation, including flexibility and ownership; and an appropriate level of stimulation, including colour and visual complexity. Together, measured classroom differences explained a meaningful share of variation in pupils' progress over a year, with effects attributed to the whole configuration rather than a single universal design feature. The study cautions against isolated prescriptions and emphasises child-level experience of the room.
Why it matters
For educators and school designers, it supports good daylight, controllable and comfortable conditions, adaptable layouts, recognisable ownership, and visually engaging environments that avoid excessive complexity.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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