Towards a child-centred perspective on classroom acoustics: A systematic review of perceptual attributes, methods and contextual drivers

Research on indoor environments adopting a soundscape approach is increasingly recognised as a key direction for the acoustic design of supportive and comfortable spaces. However, its application to educational buildings remains limited, particularly for primary school children. This systematic review synthesizes evidence on children’s perception of classroom acoustic environments using Scopus, APA PsycINFO, and Web of Science, focusing on perceptual attributes, assessment methods, contextual factors, and linguistic aspects of the tools used. Following PRISMA guidelines, the search included English-language studies published after 1990 involving children aged 6–12 and addressing primary school sound environments, children’s sound perception, and related well-being or restoration outcomes. In total, 32 studies were analysed. The literature resulted highly fragmented, with substantial heterogeneity in terminology, measurement approaches, outcome variables, and linguistic reporting. Perceptual attributes were grouped into 12 macro-categories spanning sensory, affective, cognitive, and behavioural responses, with a strong predominance of negative and performance-related outcomes, and limited consideration of positive or restorative dimensions. Most studies used questionnaires, mainly Likert-type scales, while interviews and qualitative methods were less common. Across studies, acoustic indicators such as sound levels and room-acoustic parameters showed limited associations with perceptual outcomes. Children’s evaluations were found to be shaped by sound type and non-acoustic contextual factors, such as classroom activity, pedagogical organisation, and spatial configuration. The linguistic analysis showed that translation, semantic adaptation, availability of original wording, and children’s comprehension of descriptors were rarely reported systematically, despite the use of adult-oriented soundscape terminology in some studies. These findings indicate that children’s perception cannot be fully understood through physical descriptors alone but should be interpreted as a context-dependent and activity-driven experience. The review supports the development of child-centred, linguistically transparent, and context-sensitive assessment tools for classroom soundscape research.