Supporting good room acoustics
Historically schools were built without regard for the need of good acoustics and listening conditions.
Architects often design eye-catching spaces, but rarely consider the acoustic aspects of a building. Good room acoustics will support communication, learning and health and should be considered a critical variable in the educational achievement of children. We know that staff and children experience difficulties in learning settings with excessive noise and reverberation levels, so essential support for children with hearing and communication needs, and measures to reduce the risks to health and achievement are vital.
For example, interference by noise (particularly in reverberant spaces) affects working memory. A poor acoustic environment affects children in different ways; be aware that verbal tasks like reading and spelling are affected by speech noise (classroom babble), while non-verbal tasks may be more affected by environmental noise. However, in a classroom, the children themselves are often the biggest noise source, so strategies and routines to manage working noise levels should be considered first alongside room decoration, such as carpet, curtains and soft pin-boards on the walls.
Professional acoustic treatments vary and information about a wealth of materials (for example, spray on, stick on, screw on) can be sourced. Consideration should be given to practical requirements and 'wear and tear' factors such as, dirt repellence, ease of cleaning, and impact resistance. Information can be found on the ‘Search for products’ feature of NBS Enterprise’s website (a service formerly hosted by Royal Institute of British Architects): Try searching for: ‘noise panel’, or ‘acoustic panel’ or ‘acoustic baffle’.
Acoustic terminology
There are performance standards relating to new school design and substantial refurbishment projects for indoor noise levels, sound insulation and the control of reverberation.
All schools are required to have rooms with ‘suitable’ acoustic conditions and sound insulation which depends on the nature of the activities which normally take place in the space. The DfE guidance2 explains that: “In a school with a good acoustic environment, people will experience:
- good sound quality – enabling people to hear clearly, understand and concentrate on whatever activity they are involved in;
- minimal disturbance from unwanted noise (such as from activities in adjacent areas, teaching equipment, ventilation fans or road traffic)”.
In addition to background noise levels, sound insulation and reverberation other descriptors are useful, such as sound strength and sound clarity. Click for more information.
The aim of acoustic treatment is to absorb some of the reflected sound in the room and reduce its strength and the reverberation time, but support clarity as early reflections (less than 0.05 s) enhance speech. How can this be achieved?
Acoustic
Acoustic clouds
One such product is a sustainable acoustic absorber in the shape of a cloud. Other shapes, sizes and modes of use are available. The Woolly Shepherd offer an on-site survey at a cost, or a Remote Assessment Acoustic Survey (see their website for details) for a minimum donation of £25.00 to their chosen charity ‘Chloe’s and Sophie’s Special Ears Fund’.
Acoustic surveys
You may also like to use the Acoustic Calculator from the specialist company Saint-Gobain Ecophon. You will need the dimensions of the room and features within it, like doors and windows, and the type of materials on the walls, floor and ceiling.
Another company offering complimentary assessment of acoustic treatment, in-person, or remotely is Simple Acoustics. Contact Greg Dwyer, Greg@simpleac.co.uk.
The cost of professional acoustic treatment, including installation, will vary according to the quantity supplied (e.g., economies of scale discount) and depends on the type of product chosen, but £200 to £300 per ‘cloud’ or acoustic panel may be a reasonable estimate.
References
Below are some links showing the how poor the acoustics have been, and how governments have recognised the need to legislate and improve the listening environments in learning spaces.
● Baker, L. (2012) A History of School Design and its Indoor Environmental Standards, 1900 to Today. Washington: National Clearinghouse for Educational Facilities
● Canning, D. and James, A. (2010) Essex Study - Optimised classroom acoustics for all
● ‘Building Schools for the Future’ was a government investment scheme for secondary schools in England.
● The Priority School Building Programme (PSBP) addressed the needs of schools most in need of urgent repair. This collection was withdrawn on 30 August 2024.
● Earthman, G. (2004) Prioritization of 31 Criteria for School Building Adequacy American Civil Liberties Union Foundation of Maryland Baltimore, MD 21211
