To Play or Not to Play: Examining Background Sounds in the Classroom
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A recent article explores the different "colours" of background noise, like white, brown, and pink noise, and whether playing these sounds in the classroom can help students focus and learn. There is some research showing white noise played through headphones may benefit children with ADHD during assessments, likely by blocking out distracting sounds. However, experts urge caution about assumptions that such noise will help all students. Children are very sensitive to extra noise compared to adults, and no evidence suggests whole-classroom noise plays would have the same focusing effect.
Diving deeper, in capitalism’s zest for edtech panaceas, the hype surrounding classroom background noise warrants a reality check. Beyond preliminary studies involving small samples wearing headphones, we lack reliable data on real-world impacts from playing noises like white, brown, or pink noise aloud for groups of students. Children experience sound uniquely from adults, with extra noise often impairing focus and learning rather than improving it. Yet despite this shaky foundation, the promise of commercial potential seems to have placed classroom testing ahead of scientific rigor. Essentially experimenting on students to gather data, often without consent, raises ethical concerns. Most damning is the lack of evidence that background noise meaningfully benefits learning outcomes long-term. Whilst isolated cases may exist, applying assumptions classroom-wide demonstrates ignorance of variation in students' neurological wiring, hearing abilities, language mastery, and sensory needs. Some will likely find the noise relaxing. But for many more, it may hamper cognition or prove severely irritating. Responsible efforts would establish scientific proof of efficacy first using controlled trials measuring concrete learning impacts, not perception. Otherwise, in our quest for innovation, we risk turning classrooms into laboratories and students into unwitting test subjects for unvetted products. The well-being of children should remain the prime directive, not commercial potential.
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To Play or Not to Play: Examining Background Sounds in the Classroom
To Play or Not to Play: Examining Background Sounds in the Classroom
To Play or Not to Play: Examining Background Sounds in the Classroom
A recent article explores the different "colours" of background noise, like white, brown, and pink noise, and whether playing these sounds in the classroom can help students focus and learn. There is some research showing white noise played through headphones may benefit children with ADHD during assessments, likely by blocking out distracting sounds. However, experts urge caution about assumptions that such noise will help all students. Children are very sensitive to extra noise compared to adults, and no evidence suggests whole-classroom noise plays would have the same focusing effect.
Diving deeper, in capitalism’s zest for edtech panaceas, the hype surrounding classroom background noise warrants a reality check. Beyond preliminary studies involving small samples wearing headphones, we lack reliable data on real-world impacts from playing noises like white, brown, or pink noise aloud for groups of students. Children experience sound uniquely from adults, with extra noise often impairing focus and learning rather than improving it. Yet despite this shaky foundation, the promise of commercial potential seems to have placed classroom testing ahead of scientific rigor. Essentially experimenting on students to gather data, often without consent, raises ethical concerns. Most damning is the lack of evidence that background noise meaningfully benefits learning outcomes long-term. Whilst isolated cases may exist, applying assumptions classroom-wide demonstrates ignorance of variation in students' neurological wiring, hearing abilities, language mastery, and sensory needs. Some will likely find the noise relaxing. But for many more, it may hamper cognition or prove severely irritating. Responsible efforts would establish scientific proof of efficacy first using controlled trials measuring concrete learning impacts, not perception. Otherwise, in our quest for innovation, we risk turning classrooms into laboratories and students into unwitting test subjects for unvetted products. The well-being of children should remain the prime directive, not commercial potential.
The AutSide is a reader-supported publication. To support my work, consider becoming a paid subscriber.