UKIEG 24th November 2005 Professor Julie Dockrell Institute of Education Professor Bridget Shield School of Engineering Systems & Design London Noise and Acoustics in schools and its effects on Children UKIEG November 2005

UKIEG 24th November 2005 Outline of talk The importance of acoustics in learning environments? Levels of noise in London schools –External and Internal Noise and attainments –Chronic –Acute Identifying the key parameters to support inclusive education

UKIEG 24th November 2005 A typical classroom in the United Kingdom Children sitting Round tables No front Wide range of visual materials

UKIEG 24th November 2005 What is the major noise source in UK classrooms ? a)Traffic noise  b)Aircraft noise  c)Children classroom noise  d)Children playground noise  e)Building noises 

UKIEG 24th November 2005 Typical UK classrooms exposed to a range of sources of noise Noise from the children !!

UKIEG 24th November 2005 Levels of noise in London primary classes External noise from 142 schools Internal noise 140 classrooms

UKIEG 24th November 2005 Results of external noise surveys outside 142 schools London primary schools are exposed to a wide range of noise levels 65% of schools measured were exposed to external levels greater than 55 dB(A) L Aeq 86% of schools were exposed to noise from road traffic

UKIEG 24th November 2005 Results of internal noise surveys in 140 classrooms Classroom noise levels were determined by classroom activity A range of over 20 dB(A) between the noisiest and quietest activities External noise affected internal levels only when children working ‘in silence’ Classroom activity levels ‘Silent’ reading 56 dB(A) 1 person speaking 61 dB(A) Children at tables 65 dB(A) Movement around 72 dB(A) Group work at tables 73 dB(A) Group work+ movement 77 dB(A)

UKIEG 24th November 2005 Questionnaire survey Participants –2036 children in Year 2 and Year 6 –51 teachers

UKIEG 24th November 2005 Questionnaire results - hearing and annoyance Older (Year 6) children more aware of external noise Younger (Year 2) children more annoyed by external noise Teachers and pupils ranking of sound sources highly correlated Hearing noise is related to external background noise levels Annoyance is related to external maximum levels

UKIEG 24th November 2005 Classroom listening conditions very wellquite wellokaynot very wellnot at all 1. The teacher is talking but you cannot see her face. How well can you hear what the teacher is saying? 2. The teacher is talking and moving around the classroom. How well can you hear what the teacher is saying? very wellquite wellokaynot very wellnot at all

UKIEG 24th November 2005 Conclusion from listening conditions questions In classrooms children’s ease of listening varied significantly across situations – no noise at all – doing a test In general younger children found listening conditions in classrooms worst –apart from ‘ could not see teachers face’ –when children making noise outside

UKIEG 24th November 2005 Comparison of noise levels and Standard Attainment tasks Standard attainment tasks: Given to all children aged 7 (KS1) and 11 (KS2) in primary school Maths, English & Science Data collected country wide Classroom noise: Significant correlations between average background levels in occupied classrooms and most SATs scores

UKIEG 24th November 2005 Classroom noise and SATs r = , p<.01 r = , p<.01

UKIEG 24th November 2005 Summary of effects of noise on SATs A CHRONIC NOISE EFFECT Noise has a detrimental effect upon schools’ SATs scores, especially at Key Stage 2 (age 10/11) RESULTS STILL HOLD WHEN SOCIO-ECONOMIC FACTORS ACCOUNTED FOR

UKIEG 24th November 2005 EXPERIMENTAL STUDY Compare children’s performance in –Baseline …typical class –Babble…levels recorded –Babble + environmental …interspersed with environmental noise Range of tasks to reflect verbal and non verbal processing –Reading, spelling, number, speed of information processing Some of the participants had special educational needs (predominantly literacy based)

UKIEG 24th November 2005 OVERALL RESULTS No effects on Maths or Reasoning For typical children babble interfered with verbal tasks Babble + environmental interfered with non-verbal speed tasks BUT differential effect for children with Special Educational Needs

UKIEG 24th November 2005 Children with special educational needs

UKIEG 24th November 2005 Summary of impact on performance  The two noise conditions had differential effects on children’s performance  Performance on the verbal tasks (reading and spelling) was significantly reduced in the babble condition –Children with special educational needs were differentially negatively affected for reading and spelling in the babble condition

UKIEG 24th November 2005 Designing inclusive environments 1.Schools need to become inclusive 2.The right of children with SEN to be educated in mainstream schools where parents want this” SENDA (2001) 3. Data indicate noise has a detrimental effect – children with SEN 4. Successful teaching is the natural counterpart of successful learning SO Technology School buildings Teachers 

UKIEG 24th November 2005 SCHOOLS & TEACHERS Noise policy – 25% Moderately noisy classrooms –61% Range of environmental noises reported matched pupils reports r=.945 Outside noise reported to affect performance Children with SEN negatively affected Teachers aware of noises (78.4%) Arrange quiet times (60.8%) BUT FEW EFFECTIVE STRATEGIES?

UKIEG 24th November 2005

A typical classroom in the United Kingdom Children sitting Round tables No front Wide range of visual materials