Working walls or Instagramable laminates: a reflection on creating purposeful learning environments in the primary classroom

There are many physical factors that can affect a learner’s concentration in the classroom, ranging from lighting, acoustics and temperature, but what about the objects on the walls surrounding them; are highly decorated primary classroom walls attractive or distractive? Research suggests the visual environment can be a source of distraction for children, reducing attention to instructional tasks and learning outcomes (Godwin et al., 2022).This literature review opens up the discussion on the visual environment and use of wall spaces to engage children with their learning, questioning where more may be less, and sharing a range of best practice from several research studies. There is debate on whether our displays should be colourful, or pastel hued; interactive or static; or perhaps our walls should be blank and seen only as places to hang student work. Student co-creation and ownership is oftentimes overlooked when it comes to what is stapled onto the classroom walls, but perhaps the best way to engage learners with their environment is through the delegation of agency in the design. Coauthored by two practitioners, this paper offers constructive strategies for teachers to consider when planning and designing their wall spaces in order to find a balance that will inspire student engagement, creativity, and promote positive learning opportunities and wellbeing.