Program
Teaching M.A.
Number of Pages
65
Year Approved
2025
First Advisor
John Bergeland
Second Reader
Jon Moberg
Abstract
This thesis investigates how physical features of the classroom environment impact student academic achievement and well-being in secondary education. Through a comprehensive literature review, this thesis examines four key areas: classroom lighting, classroom libraries, class size, and technology use. Drawing from Maslow’s Hierarchy of Needs, this review investigates how environmental factors meet or hinder students’ basic psychological needs, such as safety, belonging, and self-esteem, and contribute to academic success. Overall, natural and dynamic light in classrooms are tied to mood, focus, and academic performance; classroom libraries can foster identity development, empathy, and motivation to read; small class sizes allow for stronger relationships and individualized support; and technology use, while beneficial when structured, can be detrimental to students’ mental health, focus, and academic outcomes when overused or unsupervised. The research contained in this review emphasizes the importance of intentional classroom design that prioritizes both academic rigor and students' social-emotional needs. Recommendations call for educational policies and practices that better support holistic student development by considering environmental influences alongside instructional goals.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Recommended Citation
Sleen, A. (2025). Meeting Student Needs: The Impact of Physical Classroom Features on Student Success and Well-Being [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1211
Terms of Use and License Information
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