A comparison and evaluation of external noise levels between urban and rural primary schools
Citation
(2016) A comparison and evaluation of external
noise levels between urban and rural
primary schools, no. 44.
Abstract
Environmental noise can have a detrimental effect on the physiology, motivation and
cognition of school children (Evans and Lepore 1993) and can cause negative
effects on a person's physiological, mental, motivational and cognitive functions
(Berglund, Lindvall and Schwela 1999) as well as having a recognisable interference
with communication, resulting in significant social consequences (Brammer and
Laroche 2012).
In 1999, the World Health Organisation (WHO) set guidelines to ensure noise levels
do not exceed 35dB LAeq in the classroom and 55dB LAeq on the playground.
Shield and Dockrell (2004) investigated whether these guidelines were being
adhered to in a study of internal and external noise levels in London primary schools.
In order to evaluate external noise levels within primary schools in Scotland,
playground noise levels were compared between urban and rural environments
during mid-morning break time, as well as the five minute period immediately prior to
and after the break time.
It was found that primary schools in urban settings were significantly louder than in
rural settings although the level of noise produced by school children during play did
not reflect noise levels within the environment. Observations during the investigation
found that road traffic, weather and birds were the main sources of noise when the
children were not on the playground.
The average external noise level in urban school playgrounds exceeds the current
WHO guideline and the effects of high noise levels on communication should be
further investigated.