This level of noise, comparable to the buzz of a busy street, leads to poorer academic performance, concentration problems, and increased stress levels, and for teachers it results in chronic occupational voice disorders.

Effects of noise on students: Worse performance and concentration problems

Excessive classroom noise is not just discomfort—it is a real barrier to acquiring knowledge. Numerous scientific studies confirm that:

• Students achieve worse results in native language and mathematics tests (Shield & Dockrell, 2003). In noise conditions above 65 dB, concentration drops significantly and the number of mistakes increases.

• Children with disorders such as dyslexia, speech impairments, or hearing loss are affected the most. They need a clear speech signal, which is impossible in a noisy classroom (Crandell & Smaldino, 2000).

• Chronic exposure to noise causes increased stress levels, sleep problems, and poorer retention of material (Hygge et al., 2002).

An additional problem is the excessively long reverberation time, which in many Polish schools is 1.0–1.5 seconds, while the standard allows a maximum of 0.6 seconds. This causes sounds to overlap and makes the teacher’s speech unintelligible.

Teachers' health at stake: Voice disorders and burnout

Teachers, trying to shout over school noise, pay for it with their own health. This phenomenon, known as the Lombard effect, leads to serious consequences:

• Voice disorders are one of the most common occupational diseases in this group. As many as 65% of teachers experience voice problems during their careers (Smith et al., 1997).

• Noise is a powerful stress factor. It raises cortisol levels, and according to surveys, as many as 80% of Polish teachers indicate it as one of the main sources of daily mental strain.

How to fight noise at school? Effective and proven solutions

The noise problem in schools can be effectively solved. The key is improving room acoustics. Installing suspended ceilings and wall panels can reduce reverberation time by half and increase speech intelligibility by up to 35%.

Inspiration also comes from other countries:

• Finland: Runs educational programs teaching children a culture of quiet and reducing unnecessary noise.

• Norway: Designs schools using sound-absorbing materials and applies visual noise indicators—lights that turn on when the classroom gets too loud.

• USA: Uses hearing support systems, where the teacher speaks into a microphone and their voice is evenly distributed through speakers in the classroom.

• United Kingdom: Introduced regular and transparent acoustic audits in schools, which become the basis for decisions on building modernization.

Noise at school is not a problem that can be ignored. It is a real threat to the quality of Polish education. Implementing proven acoustic and educational solutions is an investment in a better future for students and healthier working conditions for teachers.

Scientific sources:

• Shield, B., & Dockrell, J. (2003). The effects of noise on children at school: A review. Building Acoustics, 10(2), 97–116.

• Crandell, C., & Smaldino, J. (2000). Classroom acoustics for children with normal hearing and with hearing impairment. Language, Speech, and Hearing Services in Schools, 31(4), 362–370.

• Hygge, S., Evans, G. W., & Bullinger, M. (2002). A prospective study of some effects of aircraft noise on cognitive performance in schoolchildren. Psychological Science, 13(5), 469–474.

• Smith, E., Gray, S. D., Dove, H., Kirchner, L., & Heras, H. (1997). Frequency and effects of teachers’ voice problems. Journal of Voice, 11(1), 81–87.

• Persson Waye, K. (2011). Effects of classroom acoustics on children's perception of speech and learning. Journal of the Acoustical Society of America, 130(4), 2354.

• Maxwell, L., & Evans, G. (2000). The effects of noise on pre-school children’s pre-reading skills. Journal of Environmental Psychology, 20(1), 91–97.