ABSTRACT
The built environment has been shown to have a direct impact on student achievement and to facilitate teaching and learning. Environmental conditions such as building age, heating, lighting, air quality, noise, use of colour, type of furnishing, room layout and density have all been associated with significant, measurable changes in student attainment and performance (for a review see Frumkin, Geller and Nodvin, 2007). The built environment also has an impact on school climate influencing student morale, values, aspirations, expectations and performance (Lyons 2001; De Gregori, 2007).
