Classroom Acoustics

Who benefits from good acoustics?

Implications for hearing aid users

Everyday tips

Modifying existing classrooms and considerations for new builds

Beyond the classroom

Further information

Who benefits from good acoustics?

Most people with a hearing loss use speech and hearing as their main form of communication. For these learners a poor acoustic environment can be a significant barrier to inclusion.

Much of educational activity within a classroom revolves around speech, so everyone will appreciate an environment with good acoustics.

In addition to learners who are deaf or hard of hearing, there are large numbers of students in FE colleges who might also derive particular benefits from favourable acoustic conditions. For example, learners:

• with speech and language difficulties
• whose first language is not English
• with low vision or who are blind
• with attention deficit hyperactivity disorder (ADHD)
• with central auditory processing difficulties

Importantly, good acoustic conditions also reduce the likelihood of voice strain in lecturers.

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Implications for Hearing Aid users

Background noise makes things particularly difficult for students who use hearing aids or cochlear implants, because these devices amplify all noise in addition to what is being said. 

Hearing aids are designed to amplify a typical speech signal at a distance of 1 metre directly in front of the average speaker, as if in conversation. If the actual speech signal is weaker than average, perhaps because of distance, or is masked by echoes (caused by reverberation, i.e. sound reflecting off surfaces) or background noise such as that from a computer fan, the hearing aid user will have increased difficulty.

Technology to aid listening and careful class management have a role to play, but considerable attention needs to be paid to establishing low reverberation times and maintaining low ambient noise levels in order to reduce the auditory difficulties.

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Everyday tips

There are some simple things a tutor can do to improve the listening conditions in their classroom. 

• Arrange seating so that the deaf student can see you and as many other students as possible

• Close the door when the corridor becomes noisy

• Think carefully about how to organise the environment when you want to darken the room to show slides or a film – lights should not be completely out and if the student uses a Communication Support Worker, the CSW should be illuminated

• Use wall displays to cover and soften flat surfaces to reduce echoing. Closing curtains or blinds may also help.

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Modifying existing classrooms and considerations for new builds

The following recommendations have mainly been extracted from Building Bulletin 93: Acoustic Design of Schools. This detailed design guide is available online and will be of particular relevance to architects and estates managers.

Note that it is sometimes impossible to follow all the recommendations, as the existing design and intended purpose of the room, may present limitations.

• Fixed acoustic absorption is often required in classrooms and other rooms for speech, particularly where rooms have high ceilings. See the links section for further information on sourcing acoustically-absorbent materials.

• The simplest and most effective approach is to make the ceiling predominantly absorbent. In large rooms (distance from the speaker to the rear wall is greater than 8.5 metres) making the rear wall acoustically absorbent/diffusing will be beneficial.

• If modifying the ceiling is not possible and it is left acoustically reflective (plaster, plasterboard, concrete, etc) then add acoustic absorption to the walls, especially at a high level and the back wall facing the lecturer. This is particularly important is the rear wall is concave or the distance from the speaker to the rear wall is greater than 8.5 metres).

• In open-plan areas, a carpeted floor is recommended together with a sound absorbing ceiling. In addition, sound-absorbing screens can be interposed between class groups. Screens should be at least 1.7 metres high and ideally should reach to within 0.5 metres of the ceiling.

• Direct sound from speaker to listener should have a clear unobstructed path. If people cannot see the speaker well, they will not hear the speaker well. Consider the seating plan in lecture theatres and classrooms with this in mind. The average distance between speaker and listener should be kept as small as possible.

• When designing open-plan areas it is important to provide plenty of acoustically-absorbent surfaces and to use screens to block direct sound paths.

• Installing full-height moveable walls in open-plan areas can provide a moderate degree of sound insulation between the divided spaces, particularly if fitted with seals.  However, often such screens are rarely used because of the time and effort required to open and close them. There are also issues of cost, weight, complexity of installation and maintenance to consider.

• New build plans which provide a range of spaces in a variety of sizes give far more opportunities in teaching than those with large open spaces and moveable screens, because it is possible to achieve good sound insulation standards between spaces.

• Acoustic vinyl flooring or a vinyl floor laid on top of an acoustic mat may be suitable for practical spaces. Building Bulletin 93 provides details on designing different types of rooms such as technology spaces, practical spaces, art rooms, drama rooms, multi-purpose halls and dining areas.

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Beyond the classroom

Deaf students should be included in all college activities.  Improving listening conditions through better acoustics is a very important part of this, but not the only relevant factor.  There are many others such as teaching style and context, staff training, deaf awareness issues and a whole college approach to inclusion.

Attention should be given to all areas of the college where students interact, including rooms where aspects of the curriculum are delivered:

• Libraries
• Sports halls
• Music rooms
• ICT suites
• Corridors
• Medical rooms
• Dining areas

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Further Information

www.arthurboothroyd.com : Arthur Boothroyd, speech and hearing scientist. Site contains files for download including hearing loss simulations and the effects of room acoustics on speech perception

www.ci-4teenz.com/ Beat that background noise! Tips for students who use cochlear implants.

www.teachernet.gov.uk/acoustics :Building Bulletin 93: Acoustic Design of Schools – a design guide. Department for Education and Skills. Available from The Stationary Office or for download as a PDF

www.BATOD.org.uk :Classroom Acoustics – recommended standards (2001) BATOD. Available for download as a PDF from

www.ndcs.org.uk : Deaf Friendly Schools NDCS. Available for download as a PDF

www.ecophon.co.uk :Ecophon Acoustic Ceilings. Ecophon will assess learning spaces, provide staff development on improving the acoustics of classrooms and also produce a book ‘Don’t Limit Your Senses – sound and the learning environment’

www.BATOD.org.uk :Sound Treatment for Classrooms (2001) Pauline Hughes, Surrey Physical and Sensory Support Service, BATOD Magazine January 2001. Available for download as a PDF.

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