The Importance of Good Classroom Acoustics

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Why Classroom Acoustics Matter

As we build new schools and renovate old ones, there are numerous factors that must be considered in order to optimize the learning outcomes for ALL students.

Children learn in the classroom primarily through hearing the spoken language of their teachers and peers. They can hear clearly, however, only if the room has good acoustics. Classroom acoustics involve background noise and reverberation, the reflection of sounds within a room. Reductions in classroom noise and reverberation significantly benefit students, especially those with hearing and listening problems. Required limits on noise and reverberation which support classroom learning are provided in standards such as ANSI/ASA S12.60.

ANSI/ASA S12.60-2010

These are the accepted standards for classroom acoustics required by the American National Standards Institute and the Acoustical Society of America.

*Classrooms should be built to be adaptable to a .3 second reverberation time for children with hearing problems or other special listening needs

Properties of Classroom Acoustics

Noise

Any sound that interferes with what an individual wants/needs to hear. Background noise should be kept as low as possible.

Signal-to-Noise Ratio

The relationship of the intensity of a desired sound (e.g, speech, music) to background noise. Noise should be reduced so that the desired sound is louder by at least 15 dB. This is referred to as +15 dB speech-to-noise ratio.

Reverberation

The repeated reflection of sounds off hard, flat surfaces in a room. How long sound reflections take to subside is called the reverberation time. Since these reflections can muddle the original sound, classrooms should be designed so these reflections subside quickly. Reducing this time is accomplished by placing sound absorbing materials in the room, primarily on the large areas such as the ceilings and walls.

Critical Distance

Speech emanating from a person talking at a close distance creates direct sound energy. As the distance increases from the talker the speech energy contains reflections from the room surfaces. Critical distance is where the direct sound energy and the reflected sound energy are heard equally. Within this critical distance a student should hear the talker most clearly, which is especially important for students with hearing and listening problems.

Who Is Most Susceptible?

Poor classroom acoustics certainly affect ALL students, however there are individual students who are at higher risk for learning difficulties as a result of excessive noise.

• Students with any permanent or fluctuating hearing loss. Ear infections are particularly common in young children
• Younger students
• Children with auditory processing disorders
• Children with learning disabilities and developmental delays
• Children with articulation and language disorders
• Children with attention deficits
• Second language learners

References

The sources cited on the infographic, as listed.

1. ANSI/ASA S12.60-2010 American National Standard Acoustical Performance Criteria, Design Requirements and Guidelines for Schools (Part 1: Permanent Schools and Part 2: Relocatable Classrooms)
2. Johnson & Seaton (2021). Educational Audiology Handbook (3rd Edition)

Measuring and fixing a room

EAA guidance for the people who assess classrooms and ask for changes to them.

• Classroom AcousticsPosition statements, measurement guidance, forms, and external resources for assessing and improving classroom listening environments.
• Hearing Access TechnologyWhen the room cannot be fixed far enough, the technology that carries the talker's voice past the noise.
• Advocacy & Program JustificationTools for making the case when acoustic treatment has to compete for a facilities budget.
• All EAA position statementsThe full set, including classroom acoustics, hearing screening, and audiology assistants.