| Built Environment Factors |
Relevant Authors |
Major Findings |
| Neighbourhood Context |
Stansfeld & Clark (2015) |
Exposure to high levels of noxious elements (air and noise pollutants) causes children’s cognitive defects and negatively impact health and wellbeing. |
| Outdoor Environment |
Fjørtoft (2004) |
Accessibility to natural environment and playgrounds promote children’s health, social, cognitive and motor skills development. |
| Indoor Environment |
Trancik & Evans (1995) |
Availability of dedicated activity areas, restorative spaces, spaces for privacy and personalisation contribute positively towards different development outcomes. |
| Size & Density |
Maxwell (1996) |
Crowding due to high-density spaces (less than 2.5 m2 per child) leads to adverse behaviours (aggressiveness, withdrawal, hyperactivity, attention deficits). |
| Lighting & Visual Control |
Heschong Mahone Group's (1999), Wall (2016) |
Lighting control (daylighting supplemented by electric lighting) correlates with positive student performance. Window location and size pertinent. Considerations of glare reduction and visibility of appropriate views significant. |
| Ventilation & Thermal Comfort |
Wong & Khoo (2003) |
Inadequate ventilation found to be unfavourable to health and academic performance. Cool thermal sensations more acceptable in the tropics. |
| Sound & Acoustic |
Stansfeld & Clark (2015) |
Good acoustics fundamental to academic performance. Shape of rooms, ceiling height, and interior finishes |
| Flexibility & Adaptability |
Hunley et al. (2006) |
Classroom flexibility is shown to promote children’s creativity. Possibility of improvising different play activities and fostering of different learning styles. |
| Furniture & Equipment |
Wall (2016) |
Furniture types and configuration support different styles of teaching and learning. Anthropometric an important factor in consideration of classroom furniture. |
