So what's so bad about open-plan classrooms?

The New Zealand government has decided to abandon open-plan classrooms, a move that has sparked significant debate among educators, students, and parents. Education Minister Erica Stanford stated that these classrooms 'aren't meeting the needs of students' and have proven to be challenging for schools. This decision marks a shift in policy that had been in place since the early 2010s, when open-plan learning environments were introduced as part of a broader modernization effort.

Open-plan classrooms were initially promoted as a flexible alternative to traditional teaching spaces, with the idea that they would encourage collaboration, creativity, and student-centered learning. However, over time, these large, open spaces have raised concerns among teachers and school leaders. Issues such as noise, distractions, and the difficulty of managing student behavior in such environments have become increasingly apparent.

A 2015 report commissioned by the Ministry of Education highlighted the lack of consistent evidence regarding the impact of open-plan learning environments on students. While the report suggested that these spaces could allow for more student-led learning, it also noted that the implementation had not been without its challenges.

In 2017, a government-sponsored study by the University of Melbourne found it 'difficult to justify' the widespread adoption of open-plan classrooms. The study revealed that these spaces often led to larger classes with fewer teachers, and students were left to rely on self-guided learning through devices like tablets and laptops.

One notable example of the challenges faced by schools adopting open-plan classrooms was Rangiora High School in Christchurch. After converting to a 3185m² open space in 2017, the school reported that students were easily distracted by noise and movement, and teachers found the environment 'challenging' to manage.

The decision to move away from open-plan classrooms comes after years of implementation and growing concerns from educators. Research from the New Zealand Education Council found that two-thirds of teachers were concerned that flexible learning spaces could be overwhelming for some students. Dr. Michael Johnston of the New Zealand Initiative criticized the lack of research conducted before the policy was implemented, stating that the Ministry of Education 'conducted no research on the effects' of these environments on student learning.

The ACT Party's education spokesperson, Laura McClure, criticized the policy as forcing schools into adopting open-plan classrooms, despite protests from school boards and principals. She described the situation as 'bullied into accepting them,' with teachers struggling to manage large groups of students in open spaces.

Under the revised policy, all future school buildings will follow standard designs that prioritize flexibility and manageability over open-plan layouts. This move reflects a growing recognition of the challenges that open-plan classrooms have posed to schools and students alike.

While the decision has been welcomed by many educators, it also raises questions about the future of school design and how best to support student learning. The shift away from open-plan classrooms is likely to have long-term implications for how schools are structured and how learning takes place in the future.