Bhat and associates evaluated the effects of standing on cognitive performance. They report that “The present study investigated the effects of attending lectures in sitting and standing postures on executive function of young adults. . . . Attending a lecture in a standing posture was found to improve executive function (response inhibition) measured with reaction times (for incongruent stimuli) and ERPs [event related potentials]. . . Standing might improve executive function compared to sitting among young adults in a simulated lecture environment.”
Johnson and Jabbari link the overt presence of school security systems to lower academic performance. Their findings indicate that “In response to the continued reoccurrence of school shootings, policymakers have increased surveillance measures to ensure safer learning environments. . . . these surveillance measures may have increased the capacity of schools to identify and punish students for more common and less serious offenses, which may negatively impact the learning environment. . .
Van der Groen and colleagues link sensory experiences and learning outcomes. They share that “Transcranial random noise stimulation (tRNS) is a non-invasive electrical brain stimulation method that is increasingly employed in studies of human brain function and behavior, in health and disease. tRNS is effective in modulating perception acutely and can improve learning. . . .
Faur and Laursen link classroom seat locations and friendships via a study whose findings are consistent with much prior research. Study participants were in grades 3-5. The researchers found that “students sitting next to or nearby one another were more likely to . . . be involved in reciprocated friendships than students seated elsewhere in the classroom. Longitudinal analyses indicated that classroom seating proximity was associated with the formation of new friendships. . . . Seat assignments were not random.
Spaces for learning need to be carefully designed and managed—our brains perform much better in some places that others and our tired heads need opportunities to refresh if they’re going to continue to develop knowledge and skills. Applying what neuroscientists have learned about design-learning connections makes “lessons” more productive and positive experiences more likely.
Van Dijk-Wesselius and colleagues studied how children (their sample was 7 – 11 years old) responded during recess breaks when additional plants are added to their schoolyards.
Brill and Wang tie higher in-classroom noise levels to degraded ability to math test scores among students in grades 3, 5, 8, and 11.
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Rohrer, Keller, and Elwert found that where students sit influences relationships formed with classmates.