Perception of indoor and outdoor school soundscapes: A large-scale Cross-Sectional survey with UK teachers

Abstract

This study explores variations in teachers’ perception of indoor and outdoor soundscapes across different spaces within schools. A quantitative research design involved 452 teachers in the United Kingdom who participated in an online questionnaire. The questionnaire was distributed to UK teachers via random sampling on the Prolific platform, utilizing its customizable demographics for participant recruitment. A multi-method approach, combining closed- and open-ended questions, captured the multifaceted nature of soundscape perception. Participants reported on perceptions and experiences of school soundscapes in general areas, classrooms, hallways, dinner halls, playgrounds, and gyms. Findings reveal that schools are perceived as dynamic environments, characterized by a blend of chaos, engagement, and excitement, contradicting expectations of a calm atmosphere. Correlation analysis demonstrated weak associations between age and perceptions of the acoustic environment (r_s([452])=[0.116]), as well as gender (r_s([450])=[0.060]), teaching experience (r_s([450])=[0.117]), school type (r_s([450])=[− 0.109]), school location (r_s([450])=[0.098]), time spent in outdoor places (r_s([450])=[0.09]). A significant positive correlations were observed between wellbeing and the overall school soundscape (r_s([450])=[0.286]), indicating that as self-reported wellbeing increases, the perceived quality of the school soundscape tends to increase. Differences were seen in the soundscapes of playgrounds, dinner halls, gyms, hallways, and classrooms compared to the overall school soundscape. These distinctions highlight varying levels of engagement, comfort, intrusiveness, and privacy across different areas, emphasizing the multifaceted nature of sound perception within schools. The study shows teachers use sound in education for different reasons and methods, with perceived impacts on student learning and wellbeing. It suggests the possibility of enhancing the educational experience through tailored interventions targeting specific areas in schools based on their unique soundscapes.