Invisible barriers to learning: How classroom environments impact student success

Discussions about student achievement often focus on curriculum design, teaching quality, and engagement. However, a critical factor is frequently overlooked: the physical environment of the classroom. The air that students breathe and the spaces they occupy are proving to be just as influential as the lessons they receive.

My doctoral research at Massey University has highlighted two key environmental challenges—poor air quality and uncomfortable temperatures—that may significantly hinder learning. My study found that students performed markedly better on cognitive tasks when classrooms maintained comfortable temperatures and low carbon dioxide (CO₂) levels.

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In contrast, stuffy, poorly ventilated spaces led to reduced concentration, reasoning, and memory performance.

My research involved visiting schools across Aotearoa New Zealand, measuring environmental conditions, and observing ventilation practices. The findings were consistent: classrooms that were too hot, too cold, or inadequately ventilated impaired students’ ability to think and learn effectively.

This raises an important question: if the impact of environmental conditions on learning is well understood, why are so many classrooms still unfit for purpose?

In New Zealand, schools are required to meet minimum ventilation standards under the New Zealand Building Code (G4 Ventilation) and the Designing Quality Learning Spaces (DQLS) framework. Natural ventilation—opening windows and doors—is the preferred method, aligning with the Ministry of Education’s 2030 vision, Te Rautaki Rawa Kura, which aims to provide sustainable, high-quality learning environments.

However, the reality on the ground often falls short of these aspirations.

As a Quantity Surveyor/Project Manager, I have observed how budget constraints in school construction projects frequently lead to compromises that undermine learning environments. One common issue is the omission of acoustic treatments in new builds. While this may reduce initial costs, it results in noisy classrooms that disrupt learning and eventually require expensive retrofitting. Ironically, the increased noise discourages teachers from opening windows, further exacerbating ventilation problems.

Related School News article: Is air quality affecting your students’ performance?

Window design presents another challenge. Many modern classrooms feature top-hung windows controlled by automated systems that operate on an “all or none” basis. Teachers cannot selectively open windows to regulate airflow, leading to frustrating scenarios where classroom materials are blown around or activities are disrupted. In older schools, the situation can be worse—windows are often painted shut or missing essential hardware, rendering them unusable without costly repairs.

It is not reasonable to expect teachers to manage these environmental issues in addition to their existing responsibilities. They are already focused on pedagogy, student wellbeing, and curriculum delivery. Adding the role of environmental engineer is neither fair nor feasible.

Instead, it is time to rethink how learning spaces are designed and retrofitted. Practical solutions such as trickle vents, split automation systems, and continuous air quality monitoring can make a meaningful difference. While some classrooms are equipped with Indoor Environmental Monitors (IEMs) to track CO₂, temperature, and humidity, their effectiveness depends on how the data is used. Passive monitoring is insufficient. Teachers require real-time, intuitive feedback—visual alerts or dashboard displays—that clearly indicate when conditions are suboptimal.

For example, if CO₂ levels spike, a prompt for a “refresh break” could allow students to step outside while the room is aired out. These small, informed actions can help maintain cognitive performance and wellbeing.

The evidence is clear: the physical classroom environment matters. It affects how students learn, how teachers teach, and how schools perform.

School boards, architects, and policymakers must collaborate to design learning spaces with intention and foresight. This means investing in proper ventilation, acoustic treatments, and flexible window systems from the outset—not as afterthoughts.

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Teachers teach in the spaces they are given. If those spaces are poorly designed, their ability to deliver effective instruction is compromised. As one teacher put it, “We make do, but it is not ideal. Sometimes it feels like we are fighting the room as much as we are teaching in it.”

Creating fit-for-purpose classrooms is not a matter of comfort—it is a matter of educational equity. Every child deserves a learning environment that supports their cognitive development, and every teacher deserves a space that enables them to do their best work.

Let us stop treating classroom design as optional and start recognising it as essential.

Read more from School News here: Transforming education through smart, sustainable classroom design

This article was written by Dr Lara Tookey, Senior Lecturer, School of Future Environments at Massey University for School News.