Distraction, Privacy, and Classroom Design

Abstract

Environmental features of elementary school classrooms are examined in relation to distraction and privacy. Teachers' adjustments of their activities to make their settings less distracting are also explored. Classrooms were measured on interior spaciousness, degree of open perimeter, and amenities for private study. A group of 65 students and 13 teachers from 5 schools were interviewed. Environmental influences on distraction, both positive and negative, are particularly prominent among teachers. In addition, teachers' adjustments of curricular activities to prevent distraction are associated with the amount of nonstructural walls in the classroom. Few architectural features are associated with student distraction. Students in classrooms with amenities for private study actually report lower levels of privacy than those students without such classroom amenities. This unexpected finding may be due to limited access to these amenities even when present in the classroom. When they want to be alone, children prefer to be in secluded study areas or corners. Possible explanations for the difference between teacher and student responses are discussed.