In trying to envisage the detail of how these causal influences might work, it is helpful to remember examples such as the proposal that certain seating arrangements or positions might lead to more positive student attitudes, through the mediating factor of a reduction in negative interactions with the teacher…time saved … noise reduction .. (Higgins et al: p35)

Mediating factors?

Weinstein concluded that although the ‘weight of the evidence suggests that design features can have a significant influence on students’ general behaviour …and on their attitudes’ (1979, p.584) )’ it is difficult to find reliable evidence of a definite effect on achievement. ..More recent reviews have tended to be more optimistic about positive evidence for direct as well as indirect effects of the environment (see, eg, Moore & Lackney, 1993). Yet many of these effects seem to be observed as deficits in performance in schools with poor environments (e.g, Schneider, 2002; Young et al, 2003).

More from Higgins

Earthman (2004) concludes that while inadequate school buildings cause health problems, lower student morale and contribute to poor student performance, he is not convinced that schools need necessarily be any more than adequate.

Rutter, who found no relationship between physical environmental factors and a range of learning and behavioural outcomes, comments that, ‘It was entirely possible for schools to obtain good outcomes in spite of initially rather unpromising and unprepossessing school premises’. (1979, p.178).

Stricherz points out that, ‘Research does show that student achievement lags in shabby school buildings… but it does not show that student performance rises when facilities go from the equivalent of a Ford to a Ferrari—from decent buildings to those equipped with fancy classrooms, swimming pools, television-production studios and the like.’ (2000).

“Our findings for year 9 in particular add some weight to the belief that although BSF schools have not had an impact on attainment they may be starting to impact on behaviour.”

[NFER]