Project outline
As schools adapt to warmer temperatures and changing building designs, balancing good acoustic conditions with thermal comfort is becoming an increasingly important challenge. This project will explore how noise, overheating and cooling strategies interact to influence learning, wellbeing and comfort in real classrooms. By generating evidence to support healthier, more inclusive and climate-resilient educational environments, the research will help shape future school design and operation, benefiting pupils, teachers and communities across the UK.
Further project information
Educational buildings are increasingly challenged by rising temperatures and the need for sustainable cooling strategies. However, measures used to improve thermal comfort, such as opening windows, ceiling fans, or mechanical ventilation, can also introduce noise that may affect student learning, wellbeing and classroom experience. This project will investigate how acoustic and thermal conditions interact in real school environments and how these interactions influence comfort, speech communication, student concentration, and educational outcomes.
The research will combine field measurements in occupied classrooms, environmental monitoring, soundscape and psychoacoustic analysis, surveys, interviews, and statistical modelling. The aim is to develop an evidence-based framework that identifies the trade-offs between cooling, noise and learning, helping designers and decision-makers create healthier, more inclusive and climate-resilient educational spaces.
The project will be undertaken in collaboration with the Chartered Institution of Building Services Engineers (CIBSE) and industry stakeholders involved in school design and operation. Partners will help shape the research questions, provide access to case-study environments and support the translation of findings into future guidance for the education sector. The candidate will also benefit from the interdisciplinary expertise and facilities of the EPSRC Centre for Doctoral Training in Sustainable Sound Futures and the University of Salford.
Indicative references:
- Shield, B.M. & Dockrell, J.E. (2008). The effects of environmental and classroom noise on the academic attainments of primary school children. Journal of the Acoustical Society of America.
- Porras-Salazar, J.A. et al. (2018). Reducing classroom temperature in a tropical climate improved the thermal comfort and the performance of elementary school pupils. Indoor Air.
Subject Areas
- Acoustics
- Building Services Engineering
- Architecture and the Built Environment
- Psychology
- Environmental Science
- Public Health
Required technical skills/academic qualifications/experience
Applicants should have achieved (expect to achieve) a minimum 2:1 degree (BSc or MSc) in acoustics, physics, engineering, architecture, environmental science, psychology, public health, data science, or a related discipline.
The project will suit candidates with an interest in the built environment, human perception, sustainability and data analysis. Experience in quantitative or qualitative research methods is desirable, while prior expertise in acoustics; architectural, mechanical or civil engineering; building services; sustainability; environmental design/science or thermal comfort is advantageous but not essential.
We are committed to building a diverse and inclusive research community and welcome applications from all backgrounds, particularly those currently under-represented in academia. All appointments are made on merit. The successful candidate will benefit from a supportive supervisory team, mentoring opportunities and a collaborative interdisciplinary research environment. If you are enthusiastic about the project but are unsure whether you meet every requirement, we encourage you to apply.
Mode of attendance
Successful applicants are expected to register as full-time students. However, eligible UK home fees applicants may request to be considered for part-time attendance by the supervisory team.
Supervisors
Project Partners
This project is hosted at the University of Salford and supported by Chartered Institution of Building Services Engineers (CIBSE).
