Acoustic Solutions for Schools: Improving Learning Environments

📖 Reading time: 9 min and 30 sec

Walk into any classroom mid-lesson, and you’ll likely hear more than just the teacher’s voice. Chairs scrape, students murmur, some other class has a PE lesson, HVAC systems hum, and footsteps echo from the corridor. Individually, none of these sounds seem catastrophic. But collectively, they create a cognitive minefield, one where attention fractures, memory falters, and learning becomes unnecessarily hard.

A classroom can quickly become a jungle of sounds, kicking learning out the window. Soundwaves need to be tamed. Not by an Australian with a cowboy hat and a dangerous habit of jumping on a croc's back, but an acoustician. Cowboy hat remains an option. 

Why Classroom Acoustics Can’t Be Ignored

In education, we rightly focus on curriculum, teaching methods, and digital tools. But the physical environment in which students learn remains one of the most overlooked variables. Sound is at the centre of that. Just as lighting affects vision and layout affects movement, acoustics directly shape how well students can focus, process speech, and retain information.

From a scientific standpoint, this isn’t abstract. According to cognitive load theory, the brain can only process so much at once. When students strain to interpret muffled speech, their working memory is hijacked by effort, leaving less capacity for actual comprehension.

And the impact isn’t spread evenly: students with hearing loss, auditory processing issues, ADHD, or for whom the main language in school isn’t a native one are disproportionately affected by poor acoustic conditions.

In noisy, reverberant spaces, even the best teachers are fighting against the architecture. But in a well-treated room, every word lands clearly, every question is heard, and every learner gets a fairer shot. And noisy students who interrupt the lesson are easily seen.

 

 

Common Acoustic Problems in School Buildings

School buildings are often designed with durability and space efficiency in mind. Not so much for acoustics. For some reason, no one thinks about the behaviour of sound. The result? Learning environments that echo, distract, and fatigue both students and teachers. Very unpleasant, but fixable. 

Outdated Architecture and Hard Surfaces = Echo Chambers

Many older schools were constructed with solid brick walls, tiled floors, and high ceilings, materials chosen for longevity, not sound performance. These hard, reflective surfaces create what’s known as excessive reverberation time: sound bounces rather than fades, making speech muddy and indistinct. Think of it as if you have thrown a hundred rubber bouncy balls with the speed of sound. Chaos. 

Even brief instructions like “Open your books to page 12” can become acoustically smeared, forcing students to mentally reconstruct what they just heard. The younger the student, the harder this becomes. And keep in mind that students get instructions for hours every day. Maybe the first time the echo can be ignored, but at hour 7, or 8? The fatigue grows and grows, and learning capability dwindles. 

Open-Plan Classrooms and Multi-Use Spaces

Every contemporary school wants to pride itself on a modern building. Oftentimes, that means open-plan classrooms, high ceilings, and large shared areas. These layouts support collaboration but create uncontrolled acoustic spillover:

• In open-plan environments, noise from one teaching zone leaks into another.
• Multipurpose halls double as dining areas, performance spaces, and sports facilities, making them acoustically complex and unpredictable.

Without tailored acoustic zoning or absorption, these spaces generate high background noise and unacceptable speech-to-noise ratios. These conditions are especially hard on pupils with hearing impairments, autism, or ADHD.

 

 

HVAC Noise and External Interference

Mechanical systems like ventilation, air conditioning, or heating units often produce low-frequency noise and vibration. While subtle, this continuous hum or rumble competes with the teacher’s voice. This is most evident in rooms where ceiling-mounted fans or vents sit directly above student seating.

Meanwhile, external noise from traffic, playgrounds, construction, or emergency vehicles can infiltrate classrooms through poorly sealed windows, thin walls, or uninsulated façades. These interruptions break student focus, raise stress levels, and interrupt classroom flow.

Ignoring how sound will behave in a situation like a school can almost nullify the effect of being there - students learn nothing, teachers get fatigued, and parents get frustrated by the lack of results. The price of treating acoustics as an afterthought is higher than the treatment itself. 

Lack of Zoning and Acoustic Separation

Inadequate acoustic zoning means classrooms bleed noise into corridors, adjacent rooms, or staff offices. Often, there’s no sound-rated door or partitional isolation between learning and non-learning spaces. 

This absence of separation not only affects learners but also staff: teachers struggle with vocal strain, and support workers find it harder to provide one-on-one assistance in acoustically chaotic environments.

It's inevitable - some classes are louder than others, and some teachers can't enforce obedience as well as others. This becomes a problem for everyone close, without acoustic treatment. It takes time to learn how to behave properly. That IS one of the reasons we go to school. And if schools don't support this process adequately, it would take even more time to learn and grow. 

 

 

Measuring and Understanding the Acoustic Problem

Before solutions can be applied, the problem must be measured. In acoustics, what you can’t quantify, you can’t control. Schools often suffer from poor sound environments without even realising it. The key to meaningful change lies in understanding exactly how sound behaves in a space.

Why Reverberation Time Matters

Reverberation time, commonly referred to as RT60, is one of the most important metrics in classroom acoustics. It refers to how long it takes for a sound to decay by 60 decibels once the source has stopped.

Why 60 dB? It's the sound level at which we perceive the sound wave has stopped. In educational settings, longer reverberation times mean speech becomes smeared, harder to distinguish, and more exhausting to follow.

The recommended RT60 for classrooms is typically under 0.6 seconds, depending on room size and age group. Anything higher leads to sound reflections that compete with the teacher’s voice, especially detrimental in rooms with hard flooring, bare walls, and large windows.

Acoustic Audits: What They Actually Measure

An acoustic audit is a structured assessment that evaluates a room's suitability for its intended use. It's the first step in any project we take. In schools, it includes measurements like:

• RT60 across octave bands (to identify where echoes are worst)
• Ambient background noise levels, both internal (HVAC) and external (traffic, playground)
• Sound insulation performance, often across classroom partitions or hallways

Audits also include site observations: Are students visibly distracted? Is the teacher raising their voice constantly? Is there an echo or feedback when using microphones?

These audits form the evidence base for targeted interventions, and prevent money being wasted on the wrong treatment. Being a key factor in the whole acoustic treatment, measurements are better done by professional acousticians. 

 

 

Understanding the Speech Transmission Index (STI)

If RT60 tells us how long sound hangs in the air, STI tells us how clearly it is understood. The Speech Transmission Index is a scale from 0 (poor) to 1 (excellent) that evaluates how intelligible speech is in a given space.

In classroom settings, an STI of 0.75 or higher is considered desirable for effective communication. Below that, students begin to struggle with comprehension.

High STI values result from low background noise, controlled reverberation, and clear, direct sound paths from teacher to listener. In poorly treated environments, even the best teaching methods become less effective, simply because students can’t clearly hear what’s being said.

According to Cognitive Load Theory, the brain has limited working memory. If a large portion of that capacity is used just to interpret garbled speech, less is left for actual learning.

What starts as a “minor acoustic flaw” results in:

• Faster mental fatigue
• Reduced engagement
• More repeated instructions
• Lower retention and academic performance

And let’s not forget teachers, who must raise their voices constantly and deal with the added frustration of disengaged or confused students. Over time, this can lead to:

• Vocal strain
• Burnout
• Higher absenteeism

 

 

Effective Acoustic Solutions for Schools

Acoustic upgrades in educational spaces don’t have to mean full-scale renovations. A mix of strategic materials, architectural tweaks, and smart product choices can drastically reduce reverberation time, improve speech intelligibility, and create a calmer, more focused environment for both learners and educators.

We are talking about schools, so we should act smart about renovations. 

Ceiling Treatments: The First Line of Defence

Ceilings are often the largest uninterrupted surfaces in a classroom, and one of the most effective areas to treat.

• Acoustic ceiling tiles, especially Class A-rated mineral fibre or polyester-based panels, help absorb mid-to-high frequency sound, which includes most of the human voice range.
• Suspended acoustic baffles, like our Echo Cloud, can be hung in large halls or high-ceilinged areas to break up standing waves and reduce echo. These are particularly useful in gyms, cafeterias, or open-plan learning zones.

These treatments reduce RT60 values, often halving reverberation time when installed correctly.

Wall-Mounted Absorbers and Corner Panels

While ceilings address vertical reflections, wall-mounted acoustic panels tackle lateral reverberation: the kind that makes speech smear and voices sound distant.

• Panels like our DOMINO or ACER should ideally be placed at ear height around the perimeter of classrooms.
• Bass traps or corner absorbers can be useful in music rooms or multi-use halls where low-frequency build-up causes muddiness and discomfort.

For best results, panels should have high NRC (Noise Reduction Coefficient) ratings and be distributed to break up parallel surfaces.

Doors, Windows, and Soft Finishes

Many school acoustic problems come not just from within a room but from adjacent spaces or outside.

• Acoustically sealed doors. 
• Door seals and drop-down acoustic seals reduce sound transmission between classrooms or corridors.
• Double-glazed or laminated windows with acoustic interlayers help minimise external noise from roads or playgrounds.
• Thick curtains, carpets, and upholstered furnishings add passive absorption and help limit flutter echoes.

While these aren't substitutes for proper acoustic insulation, they often improve the acoustic comfort in under-treated spaces.

 

 

Layout Tweaks and Zoning

Simple layout changes can often yield surprising improvements in sound management. Zoning helps reduce noise paths and limits the spread of ambient noise, which is crucial in shared-use environments.

• Avoid placing noisy equipment (printers, projectors, HVAC vents) near high-use seating areas.
• Use bookshelves, lockers, or partitions to create acoustic barriers in open spaces.
• Where possible, schedule high-noise activities in areas that have already been acoustically treated, or at different times to minimise overlap.

Temporary vs. Permanent Options

Not every school can afford a full refurbishment, and funding cycles can be unpredictable. Fortunately, there are modular and cost-effective solutions for both the short and long term:

Temporary / Budget-Friendly:

• Freestanding acoustic screens
• Portable acoustic partitions
• Clip-on wall panels and foam tiles
• Curtain tracks with mobile drapes

Permanent / High-Performance:

• Full-ceiling tile replacement
• Integrated acoustic wall panels
• Floating flooring systems for music rooms
• Purpose-built acoustic louvres or HVAC duct silencers

Transforming Multi-Use and Shared Spaces

Modern schools are built for versatility. They aim to provide comfort and valuable education to a broad spectrum of students. That often comes at the cost of acoustic control.

Large, shared spaces like canteens, gyms, libraries, and auditoriums each present unique acoustic challenges. And when untreated, they quickly become chaotic, overwhelming environments that compromise both well-being and performance.

 

 

One Size Doesn’t Fit All: The Problem with Uniform Design

Without tailored acoustic treatment, these multi-purpose environments become echo chambers that spike noise levels beyond acceptable thresholds, often exceeding 85 dB during peak use.

More than enough to trigger discomfort, stress responses, and even hearing risks over time. Reverberation is amplified by:

• Hard, reflective surfaces (tile floors, concrete walls, glass facades)
• High ceilings with no diffusive treatment
• Irregular usage: lunch rush, PE sessions, school assemblies; all with radically different sound pressure levels.

The different types of noise (airborne, impact, vibration, echo, reverb, etc) are counteracted with acoustic treatment, specifically designed for them. If one space has many uses, that creates an opportunity for it to be a habitat for different activities, therefore different types of noise. This complex sonic nature needs to be understood and planned for when the time for acoustic treatment comes. 

Adaptive Acoustic Solutions: Designed for Flexibility

The key is solutions that respond to a space’s changing use.

• Suspended baffles or acoustic clouds: Effective in gyms and dining halls where open volume amplifies footfall and speech. These can be arranged to maintain airflow while dramatically reducing reverberation.
• Modular wall panels: In libraries or lecture theatres, magnetic or hook-and-loop panels allow schools to scale absorption up or down as needed.
• Acoustic curtains: Especially useful in auditoriums or stage areas, where soft treatments can be drawn during performances or teaching sessions and retracted for cleaning or maintenance.

Each of these options can be selected based on NRC (Noise Reduction Coefficient) ratings and fire safety compliance, ensuring performance without compromising regulations.

 

 

Crowd Noise and the Psychology of Transitions

Sound interferes with learning. That much is clear. But it also affects how students feel in the in-between spaces. Canteens, hallways, and locker areas are acoustic bottlenecks, where voices bounce and compound.

The result? Elevated cortisol levels, reduced focus in the following class, and strained communication between students and staff. A relentless cacaphony of noise, voices and whatnot. 

Strategically placed absorption zones (think: ceiling tiles above queue lines or panels around seating clusters) can drop background levels by 5–10 dB, enough to:

• Reduce the sensation of crowding
• Improve speech clarity
• Calm the transition experience between classes

In libraries, high STI (Speech Transmission Index) values are vital to preserve speech privacy and maintain a quiet, focused atmosphere. Acoustic zoning with bookshelves, rugs, or vertical panels can segment the space without architectural walls.

Building Better Schools Through Sound

Acoustic design isn’t an afterthought or a “nice-to-have” feature once the furniture is in. It’s a foundational element of effective education. Just like air quality, daylight, or temperature, sound shapes how we think, feel, and learn.

 

 

When schools invest in their acoustic environments, they reclaim clarity, calm, and connection. They support both the cognitive performance of students and the well-being of staff. They build classrooms where every word matters, every voice is heard, and no child is left behind because of a muddy echo or a booming hallway.

The science is clear, and the tools exist. What’s needed now is the will to design for better outcomes from the start, or retrofit where it matters most. Great learning needs great environments.

Get in touch for professional acoustic treatment!

 

Additional Reading & References:

• Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences.

• Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science.

• Baddeley, A. (1992). Working memory. Science.