Designing better classrooms for our children

In a government primary school on the outskirts of Mymensingh, 10-year-old Rina sits on a cracked wooden bench, struggling to stay focused. The room is dark despite it being midday — sunlight barely makes it through the narrow, dust-covered windows. Her teacher delivers a lecture from the front, chalk in hand, speaking to 50 silent students whose eyes shift between their notebooks and the ceiling fan that is not enough to tame the heat.

Over a hundred kilometres apart, in a private school in Dhaka, Ariba, a third grader, suffers from a cold all summer, as she can not adjust herself to the air-conditioning in her classroom. The school authorities use ACs to cool the classrooms down, and there are no large windows for the air to pass through. The school building is crammed between two eight-storeyed buildings and thus has no direct access to fresh air.

Across Bangladesh, stories like Rina's or Ariba's are far too common. Despite increased enrolment and policy-level interventions, many of our classrooms remain rigid, outdated and exclusionary, even though one of the most crucial elements in a child's life is access to quality education — and at the heart of this process lies the classroom. Often described as the laboratory of learning, the classroom must be thoughtfully designed to foster student engagement, safety and wellbeing.

To build learning environments where every child can thrive, we must rethink how we teach, where we teach, and who we design our schools for.

As climate change intensifies, its impact on education in Bangladesh is becoming increasingly evident. In rural areas, tin-roofed classrooms trap heat, making learning environments unbearably hot for students. Meanwhile, frequent floods and cyclones damage school infrastructure and cause prolonged disruptions to education.

Urban schools are not immune either — air pollution in cities is deteriorating student health and affecting their ability to concentrate. Across both rural and urban settings, many schools remain ill-equipped to handle environmental hazards, lacking designs that can withstand extreme weather events.

A 2015 UK study involving 153 classrooms found that well-designed primary classrooms can boost academic performance by up to 16%. The parameters that mattered most were light, temperature, air quality, colour, flexibility, and a sense of ownership. These factors are largely absent in many Bangladeshi classrooms, where overcrowding, poor ventilation, and rigid layouts are the norm.

When architects set out to design a classroom, they must consider a multitude of factors. Md Aminul Islam (Emon), CEO of Maatrik Architects and Advisor, Department of Architecture and Department of Interior Architecture at Shanto Mariam University of Creative Technology, thinks the following four priorities stand out:

"A classroom should be designed to suit the physical and developmental needs of its students. This includes appropriately sized chairs, desks, doors, windows, and blackboards or whiteboards. A wider or square-shaped layout would provide better visibility and acoustics. It is also essential to ensure that classrooms do not exceed a capacity of 25 students, as larger groups hinder effective teaching and learning."

Most classrooms in Bangladesh are built with windows placed high on the walls, intended for adults. This prevents children from seeing the outdoors and reduces the effectiveness of ventilation, as incoming air passes above their heads. The same issue applies to the design of railings, toilets and staircases — all often constructed with adult proportions in mind, which is entirely inappropriate for children.

"Secondly, access to fresh, oxygen-rich air is equally important. Many urban schools now use split-type air conditioners, which, although cooling the air, recirculate stale indoor air and reduce oxygen levels. This leads to higher carbon monoxide concentrations, which can quickly fatigue children and impair concentration," Emon added. 

"Prolonged exposure to such conditions — combined with poor lighting — can have long-term health consequences. Therefore, classroom design must prioritise air circulation and daylight access through cross-ventilation," he further said.

Thirdly, an attractive classroom can significantly enhance a child's enthusiasm for learning. Children are naturally drawn to colourful and visually stimulating environments. "Classrooms, therefore, should be decorated in child-friendly colours, from the furniture to the walls," according to Emon.

"And finally, designing single-loaded corridors instead of double-loaded ones allows better access to daylight and fresh air. Windows should be fitted with adequately sized sunshades to block direct sunlight while still allowing consistent natural illumination. This design also enables windows to remain open even during rainfall. Moreover, the materials used for classroom walls, floors and furniture must be durable and long-lasting to ensure cost-effectiveness over time."

In urban areas, many schools are using air-conditioning to counter the increasing heat. However, AC can be a temporary solution but is not sustainable or universally healthy unless integrated with clean energy and proper maintenance, said Dr Sajal Chowdhury, Assistant Professor at the department of Architecture, CUET.

"Ceiling fans powered by solar panels, as well as portable fans with rechargeable batteries, can enhance comfort. Maintaining indoor temperatures within ASHRAE 55 standards (22–26°C) is essential, supported by adaptive thermal comfort models tailored to local climates and habits," he suggested.

"Natural ventilation and shaded courtyards can significantly ease heat stress. Elevated plinths or stilt foundations help protect schools in flood-prone regions. Incorporating locally sourced materials such as bamboo, earth blocks, and recycled bricks can lower construction costs while reducing carbon emissions," said Marzea Mithila, an architect who has been designing Pre-K-12 Schools in the US for three years.

"Cool roofs with white coatings lower indoor temperatures. Solar panels and rainwater tanks improve energy and water access. Trees and green spaces create healthier, more engaging learning environments," she added.

Dr Sajal Chowdhury added more suggestions.

"Light-coloured walls can help reflect heat, while green shading — such as plants or bamboo and jute screens near windows — offers natural cooling. Incorporating stress-reducing design elements like calm colours and nature motifs further supports student wellbeing. Monitoring indoor temperature and CO₂ levels is recommended to maintain a healthy environment."

In urban areas, teachers are preferring individualisation over traditional benches. Individualisation refers to ensuring classrooms can be adapted to the needs of different students, including children with disabilities or different learning styles. This means using movable furniture, varied seating arrangements, and designated zones for group work, solo tasks, and relaxation. Stimulation, through colour and layout, helps create vibrant, motivating environments.

A minimum provision of wireless access and multimedia capabilities should be part of all school infrastructure plans. However, simply introducing tech is not enough — it must be accompanied by digital literacy training for teachers and students alike.

Aminul Islam said, "Technology is becoming increasingly affordable and can revolutionise the classroom experience. Even a single computer and projector can transform how lessons are delivered. Relying solely on textbooks will leave Bangladeshi students behind in the global education landscape."

Infrastructure challenges are significant, especially in rural areas. But innovation does not always require large budgets. For instance, local materials can be used to make movable desks and modular seating. Community involvement — through school management committees or local NGOs — can supplement government resources. Public-private partnerships should be actively encouraged to bring in technological and design expertise, particularly in under-resourced regions.

Better classrooms for Bangladesh's children will not emerge from a single reform or investment. It requires a systemic transformation — where pedagogy, space, policy, and community engagement converge. Every child deserves a classroom that recognises their humanity, stimulates their mind, and prepares them for a fast-changing world. The knowledge and models are already available — what is needed is the collective will to act.