Date of Award
10-11-2025
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Educational Leadership
Capstone Instructor
Brian Boothe
Second Reader
Theresa Starkman
Keywords
Physical Classroom Environment, Academic Achievement, Mental Well-Being, Active Learning Space
Abstract
This paper examined existing research about the impact physical classroom environment can have on both academic achievement and student mental well-being. This research aided in the purpose of determining which practices are considered equitable in creating a physical classroom environment. The research utilized studies in classrooms of a variety of age levels, varying from primary to university-level classrooms. The studies on academic achievement aimed to determine which physical factors in a classroom can have the greatest impact on the academic success of a student. The studies on mental well-being delve into which practices are most effective in building self-esteem and a sense of belonging in the classroom. The studies that determined which practices can be considered equitable utilized research to determine which physical factors can positively impact a wide variety of students. The research concludes physical classroom environment can impact academic achievement and mental well-being, but there is not one specific practice which works best for every student. Rather, the research determines many different physical factors have positively impacted a wide variety of students for different reasons based on their learning needs.