Student perception of school soundscapes and wellbeing: A mixed methods examination of natural and musical sounds
Hatice Kurukose Cal, Francesco Aletta, Jian Kang, Peter Clarke
Abstract
• Natural sounds may mask disruptive noise, enhancing comfort in school soundscapes. • Musical sounds uplift mood, but preferences affect emotional engagement levels. • Both sound types support wellbeing; long term use needed for lasting impact. • Older students (15–16) showed the most change, while younger ones (11–12) had higher variability. • Gender did not significantly impact comfort, content, or wellbeing. This study explores the effects of natural and musical sounds on students’ sound perception and wellbeing within school environments. The methodology encompassed quantitative and qualitative methods, including pre- and post-intervention questionnaires, structured observations during the interventions, interviews and measurements. A total of 242 students completed a baseline questionnaire, followed by 275 students after a natural sound intervention and 236 after a music intervention. In total, 163 traceable questionnaires were available across all three phases. Additionally, interviews with four staff members, based on their observation,s provided qualitative insights. A repeated-measures ANOVA revealed a significant main effect of the interventions on Comfort (F(2486)=5.62, p = 0.004) and Content (F(2486)=4.87, p = 0.009) with the music intervention showing the highest increase. However, Wellbeing scores remained stable across conditions (F(2486)=1.02, p = 0.36). Qualitative data revealed that natural sounds masked disruptive noises, fostering a calmer environment, while musical sounds elicited mixed reactions, with some students feeling engaged and others distracted. Teachers noted reduced noise disturbances, particularly during the natural sound intervention. Soundscape perception analysis indicated that both interventions enhanced students' auditory experiences, increasing overall soundscape satisfaction. These findings highlight the potential of sound interventions to improve school environments, particularly in terms of comfort and content.