Learning Environment as a Predictor of Pupils’ Academic Performance: Towards A Policy Brief Development

For a long time, education has primarily focused on curriculum and instruction, often overlooking the significant role of the physical school environment. However, the spaces where students learn classrooms, hallways, schoolyards quietly but powerfully shape their academic performance, behavior, and well-being (Organisation for Economic Co-operation and Development (OECD), 2021).
The significance of the learning environment aligns with Sustainable Development Goal (SDG) 4, which advocates for inclusive, equitable, and quality education. It ensures that students learn in spaces that foster success. Additionally, it supports SDG 3 (Good Health and Well-being), as a clean, safe, and comfortable school environment can enhance student focus and well-being, while poor conditions can lead to stress, illness, and disengagement (United Nation, 2015).
The physical school environment including classrooms, facilities, ventilation, lighting, and spatial organization plays a significant role in shaping students’ academic performance, behavior, engagement, and overall well-being (Brink et al., 2021; Sirojiddin, 2025). A well-designed learning environment does not only support cognitive development but also promotes motivation, comfort, and active participation among learners (Salar et al., 2024; Mallillin et al., 2025).These global initiatives highlight that quality education cannot be achieved without adequate learning environments that support both the physical and psychological needs of learners (UNESCO, 2020; UNICEF Philippines, 2022).
Despite global recognition of the importance of learning environments, many schools particularly in developing countries continue to face serious infrastructure challenges such as overcrowded classrooms, inadequate sanitation facilities, poor ventilation, and insufficient learning resources. These conditions negatively affect both teaching quality and student academic performance (UNESCO, 2020; Baafi, 2020; World Bank, 2021). Research further shows that environmental factors such as classroom size, noise levels, lighting conditions, cleanliness, and availability of instructional materials significantly influence student learning outcomes and engagement (Widiastur et al., 2020; Tapia-Fonllem et al., 2020; Brink et al., 2021).
Studies consistently demonstrate that classroom design and environmental quality directly affect student learning experiences. For instance, Barri (2020) found that classroom ownership, layout, lighting, and furniture positively influence student satisfaction, while poor acoustics, temperature, and cleanliness reduce learning comfort. Similarly, Widiastur et al. (2020) identified cleanliness, air circulation, and adequate facilities as major contributors to learning comfort. Sirojiddin (2025) further emphasized that classroom architecture and interior design significantly influence both academic success and emotional well-being. These studies collectively demonstrate that physical learning conditions are critical contributors to effective education.
In the Philippine context, the Department of Education (DepEd) has introduced infrastructure improvement initiatives to ensure that student’s study in safe, conducive learning environments. Projects such as the Sanitation Appropriate for Education (SAFE) program aim to eliminate schools without access to water, sanitation, and electricity (DepEd, 2021). The goal is to provide students with well-maintained classrooms, functional furniture, clean restrooms, proper lighting, and good ventilation (UNICEF Philippines, 2022).
Moreover, despite these initiatives, many public schools especially those in remote and underserved areas continue to experience infrastructure shortages. Persistent issues include classroom congestion, damaged facilities, outdated electrical systems, and lack of instructional resources (DepEd, 2022; World Bank, 2021; Navarro, 2022). Similar concerns were identified by Regidor et al. (2024) found that supportive physical environments significantly improve student motivation, further emphasizing the importance of improving school conditions.
In recognition of the ongoing infrastructure challenges faced by many public schools in the Philippines, to help address these challenges, the Department of Education released DepEd Order No. 42, series of 2017, which introduced the Philippine Professional Standards for Teachers (PPST). One important part of this framework is Domain 2, which focuses on the learning environment, includes six main areas: keeping students safe, treating all students fairly, organizing the classroom and materials well, helping all students take part in lessons, planning activities that are meaningful, and guiding students to behave properly. These areas help teachers find ways to support student learning despite poor classroom conditions. While teachers cannot always fix physical problems in schools, they can make sure that students still learn in a space that is respectful, secure, and focused. This shows that improving how teachers work in the classroom is one way to help solve larger problems in the education system (DepEd, 2017).
Although a lot of studies have established that the physical learning environment influences student motivation, engagement, and academic performance (Baafi, 2020; Salar et al., 2024; Mallillin et al., 2025), some results remain inconsistent. For instance, Abarquez et al. (2025) found that high learner satisfaction with the learning environment did not necessarily result in improved academic performance, while Gaisiey et al. (2025) reported that physical and psychological environments did not significantly predict academic outcomes. These inconsistent results indicate a contradictory results gap, suggesting that the relationship between learning environment and academic performance remains inconclusive and requires further investigation.
Moreover, most existing studies have focused on secondary and higher education learners (Barri, 2020; Ozcan, 2021; Regidor et al., 2024; Florescu 2020), while limited research has examined elementary pupils (Tapia-Fonllem et al., 2020; Conesa et al., 2022; Abarquez et al., 2025). There is a noticeable population gap in research on how the physical environment affects elementary learners, who may be even more sensitive to environmental factors due to their developmental stage (Widiastur et al., 2020).
Additionally, while international studies strongly support the importance of school environments, there remains limited localized research examining the physical and psychological learning environments of elementary learners in the Philippine public-school context (UNESCO, 2020; Panulaya, 2024).
Given these gaps, there is a clear need for more localized and context-specific research focusing on elementary learners, particularly in public schools where environmental challenges are more evident. There is also a need to examine both the physical and psychological dimensions of the learning environment simultaneously, as many previous studies have examined these variables separately. Addressing these gaps would provide a more comprehensive understanding of how learning environments influence academic outcomes among elementary pupils.
This study is therefore timely and necessary as it sought to contribute empirical evidence on how physical and psychological learning environments influence the academic performance of elementary pupils. Specifically, this research aimed to assess learners’ satisfaction with the physical and psychological dimensions of their learning environment and determine how these factors relate to their academic performance. By addressing the identified research gaps, the study aimed to provide evidence-based recommendations that may help school administrators, teachers, and policymakers improve learning environments and strengthen educational outcomes.
The study sought to contribute to the growing body of literature emphasizing that improving learning environments is not merely an infrastructure concern but an educational priority essential to promoting student success, well-being, and quality education.

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