Classroom acoustics

Zentia says inspiring young minds needs effective acoustics in all learning environments, but especially for SEN schools.

Creating good classroom acoustics is essential for all students, but it holds even greater significance for those with special educational needs (SEN).

SEN pupils can be sensitive listeners, particularly children with autism where extra sensitivity to sounds can cause emotional reactions. In Acoustics of Schools: a design guide, published by the Association of Noise Consultants and the Institute of Acoustics, there are a range of special hearing requirements that need to be considered when designing SEN classrooms. These can include hearing impairments, speech, language and communication difficulties and auditory processing disorders.

The importance of good classroom acoustics is further reinforced in the performance standards set out in Building Bulletin 93 (BB93) for schools in England and Wales. It states: “Pupils with special educational needs are generally even more sensitive to the acoustic environment than others. Consequently, required reverberation times are shorter, sound insulation between adjacent spaces is higher and indoor ambient noise levels (and the capacity for distraction) are lower than in environments for other pupils.”

This includes regular discrete noise events, such as aircraft or trains, and it states that indoor ambient noise levels should not exceed 60 dB LA1, 30 mins. This is achieved by default for spaces with indoor ambient noise levels (IANL) up to 40 dB LAeq, 30min, but requires assessment in spaces with higher IANL limits.

Standards for SEN Classrooms

BB93 specifies upper limits for indoor ambient noise levels in terms of LAeq, 30 mins during normal teaching hours and compares the needs of SEN pupils with those in mainstream education (see table).

“Pupils with hearing impairment, autism and other special needs are often very sensitive to specific types of noise, particularly those with strong tonal, impulsive or intermittent characteristics. This should be taken into consideration in the design of areas that may be used by such children,” it states.

The need for the correct soundproofing and absorption, noise levels, controlled reverberation and a conductive auditory environment is therefore vital for a sound learning environment. When it comes to designing classrooms architects, designers and engineers can use a range of materials to their advantage, such as acoustic suspended ceiling systems that can absorb more acoustic energy.

Zentia has a range of effective ceiling tiles to help design SEN schools effectively. Its Sonify range, however, is useful for the school environment because it is available in a large range of shapes and colours, offering architects the ability to create unique designs that enhance the classroom environment.

For education to be truly inclusive, every detail matters. By prioritising acoustic design, SEN schools can be environments where every student can thrive. 

For more, visit zentia.com/en-gb
Acoustics of Schools: a design guide b.link/IOA_schools
Building Bulletin 93 b.link/BB_93

Image credit | Zentia