Kurukose Cal, Hatice Kubra; (2025) Examining the Influence of School Soundscapes on Wellbeing, and Perceptions of Teachers and Students: Towards Strategies for Design. Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

This thesis explores the impact of school soundscapes on the perception of sounds and the wellbeing of students and school staff. School soundscape design is critical as children are particularly vulnerable to sounds and spend much of their day in educational settings. While research has largely focused on the negative effects of sounds, this study shifts the focus toward the potential benefits of positive sounds. The research is organized into five studies. The first examines school soundscape factors and school staff’s sound perception. The second explores variations in soundscapes across different school spaces. The third presents a case study focused on integrating findings into the design of school soundscapes, particularly children's perception of sounds. The fourth compares the differences in sound perception between teachers and students. Finally, the fifth investigates global school design guidelines and evaluates school soundscape subjects. Consequently, school soundscape factors are identified: highlighting the importance of individual experiences, and preferences. Cultural differences were found, with Turkish staff noting unique sound markers and UK staff focusing on external noise. UK teacher perceptions reveal that while the soundscape is often chaotic, moments of calm exist. Teacher perceptions of sound varied significantly based on factors like age, experience, and school location. Many teachers did not view sound as problematic and found that using sound in teaching enhanced learning. Introducing natural and musical sounds improved the comfort and contentment of the sound environment, though their impact on overall wellbeing was limited. Differences in sound perception between students and teachers highlighted the need for adaptable soundscapes. A review of acoustic guidelines revealed that most focus on mitigating negative sounds, with little attention to soundscape principles or their impact on mental health and wellbeing. This thesis contributes to understanding how soundscape impacts school users and offers suggestions for enhancing school sound environments.

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