Learning in noisy classrooms: children’s reports of annoyance and distraction from noise are associated with individual differences in mind-wandering and switching skills

Classrooms are noisy, yet little is known about pupils’ subjective reactions to noise. We surveyed 112 children between 8.70 and 11.38 years of age and extracted five dimensions in their reactions to noise by factorial analyses: (1) perceived classroom loudness, (2) hearing difficulties, (3) attention capture, (4) interference, (5) annoyance from noise. Structural Equation Models were run to better understand interindividual differences in noise interference and annoyance. Children reporting hearing and switching difficulties experienced more interference and annoyance from noise. Children who had a greater propensity for mind-wandering also experienced more interference from noise, but were annoyed by noise only to the extent that it produced interference—the relationship between mind-wandering and noise annoyance was indirect, and not direct, as was the case for reported hearing and switching difficulties. We suggest that the distinction between annoyance and interference has theoretical, empirical, and practical relevance for educational research

Individual differences in dealing with classroom noise disturbances

Classrooms are noisy: when children are engaged in solo work, they also hear background babble, noise from outdoor, people moving around. Few studies investigating the effects of noise on academic tasks use naturalistic stimuli. Questions also remain regarding why some children are more impaired by noise than others. This study compared primary school children’s performance at three academic tasks (text recall, reading comprehension, mathematics) in silence, and while hearing irrelevant verbal noise (storytelling, n =33) or mixed noise (outdoor noise, movement, babble, n =31). We found that noise does not impair overall performance. Children might use compensatory strategies (e.g. re-reading) to reach the same level of performance in silence and noise. Individual differences in selective attention and working memory were not related to the impact of noise, with one exception: children with lower working memory were more impaired by noise when doing mathematics. Replication on a larger sample is needed

Local contextual factors of child stunting found via shared values of stakeholder groups: an exploratory case study in Kaffrine, Senegal

Abstract Objective: This work aims to demonstrate an original approach to identify links between locally-situated shared values and contextual factors of stunting. Stunting results from multi-factorial and multi-sectoral determinants, but interventions typically neglect locally-situated lived experiences, which contributes to problematic designs that are not meaningful for those concerned, and/or relatively ineffective. Design: This case study investigates relevant contextual factors in two steps: by first facilitating local stakeholder groups (n=11) to crystallize their shared-values-in-action using a specialised method from sustainability studies (WeValue_InSitu). Secondly, participants (n=44) have focus group discussions about everyday practices around child feeding/food systems, education, and/or family life. Because the first step strongly grounds participants in local shared values, the FGDs can reveal deep links between contextual factors and potential influences on stunting. Setting: Kaffrine, Senegal, an “Action Against Stunting Hub” site. December 2020. Participants: Eleven stakeholder groups of mothers, fathers, grandmothers, pre-school teachers, community health-workers, farmers, market traders, public administrators. Results: Local contextual factors of stunting were identified, including traditional beliefs concerning eating and growing practices; fathers as decision-makers; health worker trust; financial non-autonomy for women; insufficient water for preferred crops; merchants’ non-access to quality produce; religious teachings; and social structures affecting children’s food environment. Conclusions: Local contextual factors were identified. Pre-knowledge of these could significantly improve effectiveness of intervention designs locally, with possible applicability at other sites. The WeValue_InSitu approach proved efficient and useful for making tangible contextual factors and their potential links to stunting, via a lens of local shared values, showing general promise for intervention research

Children’s effortful control skills, but not their prosocial skills, relate to their reactions to classroom noise

Environmental noise is one of the main sources of pollution in today’s modern world. Health effects associated with noise depend on both environmental exposure and individuals’ noise sensitivity. However, still little is known as to why some children are more noise sensitive than others. Studies to date have focused on adult populations and have not considered both cognitive and personality factors when explaining noise sensitivity. The current research investigates individual differences in noise sensitivity among elementary school children, with the aim of shedding light on its underlying mechanisms. Study 1 (n = 112) validated a novel questionnaire assessing children’s reactions to classroom noise against two measures of noise sensitivity that are commonly used in adult populations. Study 2 (n = 237) investigated how children’s reactions to classroom noise covaried with their effortful control and prosocial skills, both measured through a teacher report. Prosocial skills were not related to children’s reactions to noise. However, children with lower effortful control skills reported more negative reactions to classroom noise. Given the importance of effortful control skills to succeed at school, children at risk of school difficulty might also be the ones who are particularly vulnerable to noise