Environmental design and educational performance with particular reference to 'green' schools in Hampshire and Essex

Research in Education, Nov 2006 by Edwards, Brian W

Third, the improvement in performance of pupils appears to be related to the level of daylight in the classroom (and the presence of sunlight). However, other factors are involved such as the level of ventilation, the temperature and noise levels. These conclusions suggest that attention to daylight levels is more important than the current focus upon 'comfort'. By maximising children's exposure to daylight green schools offer investment advantages beyond that of reducing the environmental footprint of the school in terms purely of energy consumption. Although schools which consume less of their budget on utility bills have extra money available for computers or classroom assistants, the quality and type of light in the classroom appear most critical in terms of learning. In this there are similarities with green offices in the United States, where the performance of companies was directly related to the environmental standards in the workplace (Kats, 2003).

Mention was made at interviews of the enhanced image of a school designed to environmental principles which may help in the recruitment of staff, in sending the message that learning is valued and in cementing a relationship between the school and its community. A school which is cherished will be used out of hours, reducing the level of vandalism and hence money spent on repairs. In full life-cycle costing terms, green schools appear to offer a range of social, educational and community benefits. Too often with the procurement of schools under initiatives such as PFI, building costs ignore the wider implications of design, especially sustainable design.

The research described here suggests that a relationship exists between design, energy conservation and educational performance. This reinforces the National Curriculum Council's (1990) assertion that the 'spirit and ethos of the school contributes significantly towards the development of a caring attitude towards the environment'. In the Hampshire schools, in particular, the general sense of environmental harmony between school, playground and hinterland has been commented upon favourably by teachers, parent groups and OfStEd reports. What they demonstrate is that sustainability and good modern design are not inconsistent but mutually beneficial. It has to be admitted, however, that some of the green schools examined cost more to construct than the norm. In Hampshire, for example, green schools were up to 12 per cent more expensive than those constructed by other local education authorities. For example, Stoke Park School was built in 1987 at a cost of £740 million whilst the DfEE grant at the time to local education authorities was just over £700 million. However, not all Hampshire schools were more expensive: the education authority does not adopt a uniform cost for schools, believing that adjustment is needed to address local circumstances (Stansfield Smith, 2002). By way of contrast the Essex green schools, which were only marginally above government cost yardsticks, tended to achieve less tangible benefits. It has to be admitted, therefore, that cost is a factor in creating the special environments which pupils and teachers enjoy.