Classroom and Furniture design, Student performance and

Health issues K Laxminarayana Rao.

Former CEO, TECSOK, Bangalore, Rtd. Scientist, CFTRI, Mysore, Management Consultant, Bangalore

About the Article

Education administrators often base furniture-purchasing decisions solely on which are

the cheapest, overlooking the multitude of other important factors. The impact of
poorly designed furniture and the classroom layout on student performance and health
risks are also always overlooked by the education administrators. Teachers are
generally not involved in furniture selection.

When planning lessons, teachers also plan about the layout of the classroom for the
day or particular lesson. Teachers therefore need to change furniture layout in a
classroom frequently. While planning a lesson teacher will ask the following questions
to him/herself: Can I see the faces of every single student and can they see me? Can
everyone see the board (if he/she is planning on using it)? Can the students see one
another? Can I move around the room so that I can monitor effectively? And comforts
of the students in the classroom.

This article discusses the various classroom layouts and its use, parameters to be
considered while designing/purchasing furniture for students comfort, furniture utility,
student performance, health risks of poorly designed furniture and need for frequent
change in classroom layout, standards for classroom furniture and availability of
properly designed furniture in India

Preamble: The physical surroundings of a class can encourage or inhibit the

kind of interaction, and hence learning, which the teacher want. Making distinct
efforts to arrange the furniture of a classroom to promote a particular kind of
interaction also sends strong messages to students who are used to
conventional layouts that this class is something different. It may be a hassle
(particularly when there are instructions to "leave the room as you found it")
but it is worth it. The ability to "make eye-contact" (look someone in the eye,
however fleetingly) is the key to establishing communication in a group, and it
is particularly important for the teacher. Classroom layout and classroom
furniture (e.g. classroom desks, classroom tables, etc.) are important to help
motivate and stimulate the students. In the beginning of the year teacher may
prefer to organize the classroom seating arrangements (classroom desks) in
groups. Eventually the students have to socialize and work with all types of
people later on in life, so why not start now. At the beginning of the year (2nd
or 3rd day), one can arrange the classroom desks in groups, either 4, 5, or 6
people in each group. After 6 to 8 weeks it is time for them to move and they
chose who they sat with. They couldn't sit beside, across from or diagonally
across from a person in their last group. While the students may be allowed to
have their own seating plan and where each group would be sitting in the
room, teacher will have of course the final say of changing someone around if
he/she felt there might be some issues(e.g. too friendly with each other, or
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couldn't see the front of the class). Each time the classroom lay out are
reorganized students will have the opportunity to work with new classmates
and will see the class from a different perspective. By doing this, every 6 to 8
weeks, students would eventually sit with everyone in the class; get to know
each other personally and perhaps form new friendships by the end of the year.

Group seating is also better for doing group work, distributing materials, and
for better group interaction with the teacher. If possible teacher can also
change his/her desk around. Sometimes teacher may like to sit at the back of
the room, which brings a whole new perspective. Group seating arrangement is
also useful for revision classes, when teacher wants to form small groups with a
brighter student as the leader of the group and help others for completing the
task given and the teacher can monitor the performance through the group
leader.

1.0 Seating arrangements in a Classroom:

Desks in Rows: Rows indicate a no-nonsense, academic focus. It immediately

draws attention to the teacher. If the teacher is having problems keeping
students focused on him/her, perhaps arranging the desks formally will change
their perception of the class.

Desks in Circles: Circles and/or squares indicate an open, sharing classroom.

Students must face one another and cannot hide. This can be nurturing to
some students, terrifying to others. If the teacher is having trouble getting a
smaller group to share and interact with one another, a circle or square might
help.

Desks in U-Shape: U-shaped arranged desks indicate a stage. It allows for

more students to sit in the “front,” and can accommodate doubling or tripling
the U-rows. It creates a presentation-centered classroom, where the teacher or
students present lessons to the rest of the class. When the teacher is focusing
on presentations, this model works well. A passageway at the vertex of the U is
often helpful so the teacher don’t have to travel around the perimeter of the
classroom. However the U-shaped arrangement requires a large space; and if
the classroom is small with many students to accommodate, one should forget
such arrangement.

Desks in Pairs: Pairs are tricky. They seem great from a teacher’s standpoint
since students have instant partners for activities, and the primary focus is still
on the teacher. Students are paired up with either students with similar
abilities, or students with opposite abilities, to complement and help one
another. This theory, however, is often detrimental to many students. Would a
student like to be paired up for the year with a lazy co-worker or a co-worker
who constantly outperforms the partner? Let’s face it; schools must teach
students to have tolerance and work together with many types of people, but in
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the real world, you are rarely forced to work continuously one-on-one with
someone who makes you feel uncomfortable or inferior. Putting students in this
stressful one-on-one situation may not be as kind as it seems.

Desks in Groups: Groups of three or four, however, work wonders. Adding

more students to the mix alleviate the tension that pairing creates. It
creates both an atmosphere for teacher-centered and student-centered
activities. Students can be expected to be silent for a short period, but
realize that they will naturally want to interact with the students in their
small groups. Teacher can also encourage competition between groups
by having them name their group and post group progress on specific
activities.

Tables as Desks: Tables indicate large group activity. If the teacher expects a
silent classroom, do not sit students at tables. Tables are for interactive,
project-based classrooms where students spend much of the time
discussing, planning, and creating. You don’t need actual tables, either;
putting groups of desks together gives the same effect. Remember that
choosing a desk arrangement is never set in stone. Rethink arrangement
when your students need to refocus or when their learning styles on a
whole favor a different environment.

Traditional Classroom Layout: The traditional classroom layout, in rows,

allows the teacher to make eye-contact with all the students (although it is
important to keep looking around to move beyond a narrow arc of vision, if you
want everyone to feel included).

Traditional Classroom layout (Rows of

students facing the teacher and the
Chalkboard) facilitates traditional teacher-
student delivery and questioning, or
"teacher-centred" teaching. The students
can also readily see a screen or board at
the front. But in order to talk to each
other, they need to turn in their seats or
address the back of a fellow-student's
neck.

U – Shaped Layout: For whole-group discussion, the U-shape layout is more

effective. The students can make eye-contact with each other (although they
still have to twist to talk to a person along the same side of the table).

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 However, apart from those along the
back, they also have to turn to see
whatever the teacher is presenting. If
the group is too large to get around a
U-shaped layout or a board-room table,
with concentric circles of students,
maximises the possibilities of
discussion. Clearly this works well
without tables, and it is useful to make
efforts to ensure that over several
sessions, everyone has their turn in the
"inner circle".

Students in Groups: For sessions involving small group working, it is useful to

arrange tables at which four or five students can sit, to promote the easy
formation of the small groups from the start of the session. It encourages talk
within the small groups, and exchanges with the teacher, but communication
between the groups can be awkward, and people still end up talking to others'
backs.

Small group also avoids the disruption

caused by people moving about half-way
through. Small groups will also address the
needs of sensory impairments of some
students in the class and the extent to
which, needs of such students can be
considered, while making seating
arrangements. Teacher can move around
groups and help them.

The arrangements of the class room have large effect on the students and the
lesson. Sometimes the teacher wants the focus of the students on him/her,
while at other times he/she wants them to work in groups or pairs. Teacher
wants to be in a position to move around the room easily and monitor the
whole class, and sometimes the students will have to walk around to get
materials or talk to other students. While the class strength is generally 40
during the examination only 24 students are permitted in each room. Thus
while creating a class room plan following steps need to be taken:

1. Ensure materials like art supplies, books or audiovisual equipment are

accessible no matter how you arrange the desks. The doors should also be
easy to get to.
2. Use a horseshoe arrangement of desks for the most versatile set-up.
Sometimes two horseshoe shapes with a smaller horseshoe inside a larger
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 one will be necessary for larger classes. This arrangement allows students
to collaborate easily in pairs or small groups without shifting desks around,
and it gives the teacher a larger space to move around in, or to set up large
audio and visual aids. Or use two seater desks.
3. Seat students around a conference desk if the class is very small. This
arrangement is particularly effective for encouraging asking questions and
fostering discussion amongst students. It also gives students more space for
materials to read from or work on projects. This arrangement also helps to
promote a sense of equality between teachers and students.
4. Put desks together in groups to make small tables for projects, learning
stations or collaborative activities. Students can work together easily and
spread out their materials, and the teacher can monitor groups comfortably.
Avoid a lot of teacher-centered activities with this arrangement, as some
students will have to crane their necks around to see you.
5. Use the traditional rows-and-columns arrangement of students' desks for
teacher-centered or blackboard-centered activities because all of the
students will be facing the front of the classroom. Leave enough space
between the columns so that you can pass easily to monitor individual
students. This arrangement also works well for exams because you can see
all of the students, and it discourages interaction between them.
Thus ideally provide 24 two seater desks
per classroom so that you don’t have to
move desks from room to room during
examination time and each class can
accommodate extra persons during
inspection, review or few guest teachers
occasionally in the class.

Rear side of the Classroom may be

planted with flower plants or a small tree
and semicircular skylights can be provided
to allow natural light in the class. Desks
can be rearranged in to any form of layout
as required by the teacher according to
the lesson plan.

2.0 Furniture designs and its effect on learning atmosphere and

health of Children:

Children spend a large part of their times in the classroom. School age is a vital
period for child development. Regarding low back pain, sitting posture is the
most troublesome situation. Some studies showed that design of school

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furniture is one of the contributing factors to back pain among pupils (1).
Research has implicated that mismatch between school furniture and body size
may be regarded as a causative factor for musculoskeletal disorders amongst
pupils (2). For this reason, conducting a study to help develop appropriate
design strategies for school furniture design may be necessary, if such data are
not available.

In order to reach an optimal fitness between school furniture and the pupils,
the furniture should be designed according to psychophysical characteristics of
the users as well as educational environment specifications discussed earlier.

2.1 Anthropometrical dimensions of the boys and girls and the

furniture design: School furniture must respond to the characteristics of the
population that uses it. The dimensions of school furniture must conform to the
anthropometrical dimensions of the boys and girls and designers must have
information available to meet those requirements.

Schools in India generally have anthropometrical data of school children

(height and weight), that can be used for the purpose of furniture design. The
height and weight of children depends upon the age and nutritional status.

With more and more private schools established under the guise private is
more efficient, schools are becoming business enterprises where profit motto is
the main theme and the collection of anthropometrical data is considered
unproductive by many. Tables 1 and 2 provide a sample data for a private
school where children mainly from low and middle income group families study.
Table -1: Mean age of School Children (Years)
Grade Boys Girls
5th Standard 10 yrs 4mo 10 yrs 8mo
6th Standard 11 yrs5mo 11 yrs 8mo
7th Standard 12 yrs 5 mo 12 yrs 8 mo
8th Standard 13 yrs 5 mo 13 yrs 10 mo
9th Standard 14 yrs 6 mo 14 yrs 8 mo
10th Standard 15 yrs 6 mo 15 yrs 6 mo

Table – 2: Descriptive Statistics of height in School Boys and Girls (Low and – Middle
income Families)
Grade Boys Girls Remarks
Height Weight Height Weight
weight are only

actual heights
indicative and
Height and

5th Standard 138-144 33-36 132-136 26-28

6th Standard 144-149 36-38 136-143 28-32
7th Standard 149-156 38-43 143-148 32-36
8th Standard 156-162 43-48 148-153 36-39
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9th Standard 162-165 48-52 153-156 39-41
10th Standard

165-168 52-53 156-162 41-44

Height and weight of children depends upon the nutritional status, and age.
Minakshi Agarwal in a study of nutritional status of rag pickers and slum
dwellers in age group of 8-14 years has compared the data with that of various
other researchers and national data provided by institutions like ICMR and
NNMB. The data is shown in table 3. The data provided by Vijayaraghavan and
Aggarwal and shown in column 2 and 5 in table 3 is for well to do and affluent
class children, whereas ICMR and NNMB data in column 3 and 4 in table – 3 is
for rural children. Furniture selection (Table – 4) can be made using such data
and furniture size as per ISO 5970 (ref Annexure for summary of dimensions as
per ISO 5970). Furniture designers can also make use of such data in the
absence of custom data from schools.

Table – 3: Descriptive Statistics of height in well to do and rural children

Age Vijayaraghavan ICMR NNMB Agarwal Mean
10-11 yrs 138-144 132-136 129-133 135-140 126-132
11-12 yrs 144-149 136-143 133-138 140-146 132-134
12-13 yrs 149-156 143-148 138-144 146-151 134-145
13-14 yrs 156-162 148-153 144-148 151-158 134-133
Source: Minakshi Agarwal, Solution exchange New Delhi

Table – 4: Grouping of pupil according to ISO: 5970

Mean height ISO Size of furniture required
5th Standard 120 2
th
6 Standard 125 2
7th Standard 135 3
th
8 Standard 140 3
9th Standard 150 4
10th Standard 160 5

2.2 Sitting posture and Furniture design: The sitting postures of children
have been cause for great concern, and of disciplinary crises in schools. Erect
posture, or ‘sitting pretty,’ with a flexion of 90° at the hip joints and preserved
concavity at the small of the back (lordosis), has always been considered
‘correct’ posture, despite there being no basis for it in science. It is reported
that a forward inclination of the seat decreased the backward tilt of the pelvis
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and increased lumbar lordosis. The muscle activity of m. Erector Spinae also
decreased. A desk with a 10° inclination required less trunk and neck flexion.

However, hardly anyone can sit this way and work simultaneously for more
than one or two minutes. The reason is simply that normal people cannot bend
more than about 60° at the hip joints. When sitting upright, one need to bend
forward about 30° further in the lumbar region. When reading and writing, one
needs to bend an additional 30° to 40° just to be able to read normal text. This
results in a hunched-over position that strains the muscles and tendons of the
back and compresses the soft bones of the spine. This is the most likely cause
of backache among schoolchildren, and it often leads to chronic backache later
in life (Around 1870, German orthopedic surgeons recognized the problem and
attempted to construct a new style of school furniture that would enable pupils
to sit more upright, in such a way as to reduce tension and compression. In
1900, local German governments adopted the socalled Rettig-bank as the ideal
furniture for schoolchildren. The Rettig-bank was also adopted in many other
countries in the industrialized world).

The Rettig-banks were rather tall, of wooden construction, and with narrow
horizontal seats and sloping desktops. The seat and desktop were connected to
form a unit. The seats also featured lumbar support, which was considered the
most effective means of securing an upright sitting position. The feet could be
supported at three different levels, reducing the problem of dangling feet.
Normally the Rettig-banks were positioned in three to four long rows in the
classroom, and pupils were not allowed to move around with the heavy
furniture. Better posture could be achieved using furniture that is 15 to 20 cm
higher, with seats and desktops that sloped towards one another. This explains
why children typically find it far more comfortable to tilt forward on the front
legs of their chairs. By sitting with a more open angle in the hip joint, lumbar
lordosis is preserved, and pupils can sit in balance with a straight back similar
to a horse rider. To eliminate the problem of dangling feet, transverse bars like
those on the Rettig-bank were installed.

Furniture has definite effects on student performance. Classroom furniture

must be both flexible and ergonomic. Flexibility of classrooms is often
limited. The classroom environment is usually focused on one objective and
purpose. Some will argue that the architectural plan needs to be focused on
one objective so that students are not distracted and the teacher has all the
attention. Focus is achieved through the arrangement of architectural
elements, proper acoustics and lighting. Though teachers differ greatly as to
their preferred arrangements, almost all agree that the days of thirty desks
aligned in neat rows in front the teacher's desk are long gone. Schools need to
upgrade their furniture because today's children have outgrown the tables and
chairs designed to meet the needs of 1960s pupils.

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Today’s furniture often uses the same clunky and unduly heavy
designs of the 1960s, preventing the easy reconfiguration of
classrooms as the learning situation requires. A teacher might want to
arrange desks in cooperative groups of four, and then switch to a U-shaped
configuration for the remainder of the class, but are prevented from easily
doing so by the furniture's weight.

Education administrators often base furniture-purchasing decisions

based solely on which is cheapest, overlooking the multitude of other
important factors.

It is more taxing for children to sit still. The static sitting

posture may cause long-term health issues in children,
whose physical development requires more exercise than
adults’ less strenuous maintenance needs. From their very first
year in elementary school on, children are exposed to
sedentary strain under adverse ergonomic condition. If a body
is permanently inactive, brain activity is reduced.

Many countries have established regulations about the work environment.

Preventive measures with regards to working conditions for children would
make even greater sense. It is more taxing for children to sit still than for
adults. The static posture causes long-term problems in children who require
more exercise to build their physical health than adults need for its
maintenance.

Most teachers seem to associate learning with quiet, disciplined sitting. “They
are making concentration and cognitive attention dependent on physical
inertness” — the students’ need for physical relaxation, signalized by fidgeting
etc, is suppressed. “Movement is not desirable because it disturbs the class” —
Many adults still think the “ideal” student sits in class receptively, attentively
and motorically passive.

School-children want to be really “good” at school. If they want to stay awake

and focused they have to be able to move even when seated. Their temporary
fidgety or restlessness is just another expression of this need. And the result is
that this mental and physical “survival strategy” will only earn them the
premature and wholly inappropriate label ADD or AD/HD.

One need not worry about students which are rocking on their chairs. They’re
just carrying out their physical and mental survival. The commonly held opinion
that movement detracts from attention and concentration is no longer valid.
Movement is an anthropological need and a basic behaviour for adolescents to
support a well balanced physical, mental and emotional development. The
highly sensitive and changing organism of adolescents requires a lot of physical

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activity to supply growing organs, muscles and brain with blood, oxygen and
nutrients.

Today, people of all ages suffer from an ever increasing lack of exercise and a
sedentary lifestyle. Therefore these anthropological principles should no longer
be stymied by static-passive ergonomic standards but incorporated in “ergo-
dynamic” solutions which encourage dynamic and productive sitting as well as
temporary standing and active learning.

Grownups need height adjustable furniture. This is an absolutely basic

requirement. But productive workplace conditions also demand productive and
physiologically body behaviors. This is especially important for adolescents who
depend upon their need to move (changes in posture) because of their
developmental physiological prerequisites.

Only a continual rhythmic change between passivity and activity, strain and
relief, tension and relaxation will lead to conditions which ensure a balanced
physical, emotional and mental state. The physiological load shift is
automatically executed even while lying down and sleeping. This shift is
significantly more important in a physiologically adverse position such as
sitting. Therefore active-dynamic sitting is an important part of an “ergo-
dynamic” and healthy work station in school.

Active-dynamic sitting is enabled by a swivel chair featuring a mobile

construction where the seat is flexible towards the back, the front and towards
the side. The seat will follow any movement while encouraging a change in
posture. This promotes the natural impulse to move continually and effectively.

The best sitting posture is always the next one

Active-dynamic sitting always includes active leg movement. Foot and leg
movements are physiologically important for two reasons. Not only do they
activate, they improve the blood circulation, but they also have a direct impact
on the position of the pelvis. The activity is determined by the seat’s mobility,
if, for example, the body teeters, rolls around or swivels on the chair. Consider
the problems passengers have in cramped seats on long flights or long
distance busses. Any intermittent movement of the legs has an effect on the
position and dynamics of the pelvis.

With the pelvis, the position of the sacrum and its base - on which the bottom
disk and therefore the entire spine rests - changes as well. This means that
every change in the pelvic position results in a corresponding activity of the
spinal column.

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As long as this active-dynamic balance exists, there is a natural strain and
relief on the muscles, sinews, ligaments, disks and vertebrae involved in
sitting. Moreover, a frequent load shift supports the demand for a muscle
controlled sitting (“sitting up”) because - in contrast to passive sitting in a
comfortable chair - the muscular endurance improves. As the posture changes,
there is always one group of muscle fibers at work to maintain the posture
while others can relax. The result is a symmetric muscle strain with a
coordinated agonistic and antagonistic muscle balance. This continual muscle
activity not only builds the muscles of the spine, it also supports its economical
supply.

Productive, dynamic sitting also supports diffusion in the disks because they
are no longer partially exposed to permanent pressure, but the pressure is
distributed over their entire surface.

Many of the sitting variations adopted by the students in active-dynamic

sitting, sitting astride on the chair, sitting back on the chair or slouching are
important relief postures. These targeted measures temporarily relieve the
spine. They are partly based upon the physical fact that the torso’s center of
gravity does not have to keep up a posture if resting on a large supporting
surface. Any enlargement of this surface helps to relieve the body.

Movement doesn’t only come from the head; movement also supports
the head

The positive effects of active-dynamic sitting on neurophysiologic parameters

should not be underestimated. Static-passive sitting, however, has a long-term
negative effect on a student’s ability to concentrate. After all, it is not only the
muscles of a child which cannot take constant physical strain; a child’s mind
can’t either. For children between the age of seven and nine, time passes three
times slower than for adults.

As we know there are a number of regulating systems in the human organism

which are associated with posture and physical activity. The most important
one is the neural and neuromuscular system. Traditional static-passive sitting
and a lack of physical activity during lessons leaves the neuromuscular system
unchallenged. This has a negative impact upon the entire organism and leads
to successive physical and mental degeneration. The necessary
neurophysiologic impulses are provided by a varied range of physical activities
during prolonged periods of sitting, because the control circuits control the
reflexes and keep up motor activity.

A child’s healthy brain will signal its need for a dynamic load shifts
unconsciously by rocking or fidgeting on conventional chairs. Neuro-scientific
findings confirm the hypotheses that physical activity and related

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psychological-emotional control processes are essential for cognitive
performance. A common proverb says: “The mind forms the body”, but what
about the body forming the mind? There have been studies confirming that
physical activity alone and its sensory effects develop, maintain and strengthen
synapses in the brain (Hollmann et al. 2005; Spitzer 2002).

An “ergo-dynamic solution” following the slogan “As much static as

necessary, as much movement as possible” is an important component of
an “active school. This makes learning more varied and thus more interesting.
Students’ eagerness to learn and their learning performance can be provably
increased, and such basic conditions will also motivate and relieve
teachers. When students are feeling good about going to school they
will perform better

2.3 The importance of Furniture layout and light weight furniture:

When planning lessons teacher should also plan about the layout of the
classroom. Sometimes it may be impossible and impractical to move the
furniture around at all for reasons including the fact that in schools the tables
are bolted to the floor! However, even if the furniture is immobile, remember
that your students aren't, so you can think about how you want to group
students and how you can use the space you have to your advantage. This may
involve using spaces at the front or down the side of the classrooms, letting
students stand up or to sit on the tables to do certain activities.
Ideally the classroom furniture should be light and mobile so that the
teacher could come in and quickly rearrange it to his/her liking as per
the lesson plan. Unfortunately, in the most schools furniture is often heavy
and the rooms themselves are too small to make too many changes. Having
said that, it's worth thinking about the classroom layout and doing what you
can to make it as appropriate as possible to your lesson. Here are some
questions to consider:

• Can I see the faces of every single student and can they see me?
• Can everyone see the board (if you're planning on using it)?
• Can the students see one another?
• Can I move around the room so that I can monitor effectively?

The first question is really important. Teacher doesn’t necessarily know all the
students' names so it's vital to be able to see them all. Although it can seem
like an extra effort and a waste of time, spending the first two minutes of a
class moving the furniture so that teacher can see every single face is time well
invested. Teacher can get the students to help him/her and as long as he/she
gives the instructions in English it's all good language practice!

• The horseshoe: Tables in a horseshoe or three sided square shape. This is

great if the teacher is doing board work and speaking activities. All the
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 students will be able to see her/him, the board and each other and the
teacher will have a lovely space in the middle of the horse shoe and around
the outside to monitor. If the class is very large teacher can get a similar
effect by having one horseshoe inside another and using double rows.
• Chairs in a circle: Tables pushed to the walls and just the chairs in a circle.
Teacher can sit in the circle with the students. If they need to write at
certain times of the lesson they can either go to work at the tables facing
the walls around the outside or they can rest a folder on their knees and
stay in the circle. The circle formation is great for many games, group
discussions, welcoming the students at the beginning of the class, doing the
register and really talking to the students.
• Traditional rows: Although many schools still use traditional rows, as one
can pack in lots of people in a small space. There are very few advantages
for a language teacher in traditional rows. If students are sitting in twos
teacher will have immediate pairs made for pair work but as teacher will
probably want to change the pairs at some point this is only a limited
advantage. If the teacher can't get around behind the students to look at
their work it can be really difficult to monitor. If the teacher has to work in
this layout think about the spaces at the front of the class and the aisles
between the rows. For mingle tasks make use of these. Look for alternative
spaces for certain group tasks, such as the corridors, playground or halls.
• Nested tables in groups: Nested tables are obviously great for small
group work and project work. It can be difficult to start classes when
students are already sitting on small tables as some students will have their
backs to you. If possible have the students sit so they're side on to you and
remember to move around the classroom when you need to give
instructions or change activities.

Choosing the right Classroom furniture: Many people may consider school
furniture to be somewhat of a trivial item. The fact of the matter is, choosing
the right school furniture that can actually make a large difference in the
overall productivity of the classroom.

The desks that you're going to choose are going to be among the most
important school furniture that is inside of the classroom. Allowing storage for
the student is very important, and you have several options that are available
for you, such as lift top and open end access. You should also make sure to size
the school desk according to the average size of the student that will be using
it.

Chairs: Another important piece of classroom furniture is the chair. Most

people are really surprised when they find out exactly how many options they
have available to them with the average school chair. You have a variety of
different materials from which to choose, along with styles, both in the seat
and back as well as the legs. As with the school desk, make sure that this

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important piece of school furniture takes the size of the student into
consideration.

Finally, you want to make sure that you have plenty of storage available, both
for the students and for the teacher. This school furniture will help to keep
things out of the way and available at a moment’s notice in order to keep the
classroom flowing smoothly.

2.4 Traditional School furniture damages backs:

Since the days of Queen Victoria and Chancellor Bismarck, the sitting postures
of children have been cause for great concern, and of disciplinary crises in
schools and in private homes. Erect posture, or ‘sitting pretty,’ with a flexion of
90° at the hip joints and preserved concavity at the small of the back (lordosis),
has always been considered ‘correct’ posture, despite there being no basis for
it in science.

The truth is, hardly anyone can sit this way and work simultaneously for more
than one or two minutes. The reason is simply that normal people cannot bend
more than about 60° at the hip joints, which was demonstrated clearly by
Akerblom, Keegan, and Schoberth in x-ray photos about 50 years ago. When
sitting upright, one need to bend forward about 30° further in the lumbar
region. When reading and writing, one needs to bend an additional 30° to 40°
just to be able to read normal text. This results in a hunched-over position that
strains the muscles and tendons of the back and compresses the soft bones of
the spine. This is the most likely cause of backache among schoolchildren, and
it often leads to chronic backache later in life.

The Rettig-banks were rather tall, of wooden construction, and with narrow
horizontal seats and sloping desktops. The seat and desktop were connected to
form a unit. The seats also featured lumbar support, which was considered the
most effective means of securing an upright sitting position. The feet could be
supported at three different levels, reducing the problem of dangling feet.
Normally the Rettig-banks were positioned in three to four long rows in the
classroom, and pupils were not allowed to move around with the heavy
furniture.

The pronounced negative influences of the lower furniture on the postures of

pupils have, been ignored. No one has yet been able to demonstrate even one
classroom in which pupils used acceptable sitting postures, or postures that
meet conventional ‘correctness,’ with right-angle flexion at the hip joints and
preserved lordosis at the small of the back. Several European scientific studies
from around 1990 documented that approximately 60 per cent of students
aged 16 suffer backaches. Despite intensive posture training over a five-year
period in a school near Copenhagen, no visible effect on posture was
demonstrable. During a four-hour examination, time-lapse photos made of the
14
students, using ISO Standard school furniture, showed them sitting almost
consistently in the hunched-over position.

Most standard School Higher furniture and seats Using 20 cm higher furniture
furniture today induces much and table sloping towards with about 15o Slope can give
harmful bending in the lower each other reduces the a posture almost as if
back when reading and bending standing or horse riding
writing

Since 1970, large-scale experiments have been done in Danish and Swedish
schools in an attempt to construct furniture that would enable pupils to sit with
better posture. It was found that better posture could be achieved using
furniture that was 15 to 20 cm higher, with seats and desktops that sloped
towards one another. This explains why children typically find it far more
comfortable to tilt forward on the front legs of their chairs. By sitting with a
more open angle in the hip joint, lumbar lordosis is preserved, and pupils can
sit in balance with a straight back similar to a horse rider. To eliminate the
problem of dangling feet, transverse bars like those on the Rettig-bank were
installed. The higher furniture allows pupils to move much more freely and use
a variety of working postures. (During the first weeks short instructions should
be given.) An added advantage is that abdominal respiration is much improved.
Several scientific studies have documented the positive effects of the tall
Scandinavian furniture on the postures and comfort of pupils, the results of
which have been published largely in Ergonomics.

15
Correct height of furniture is
important: Edge of desk at
level with your buttocks and
front edge of chair 2 – 4 cm
above knee
Reading and writing position: Resting position: Move
Use front half of the seat, backward on the seat. Use
both feet on the floor, desk the lumber support, Feet on
top sloping foot rest

Since 1991, a new European standard in school furniture has been in

development. It is highly influenced by the tall Scandinavian design, and
comments by the Danish Standardisation Committee about the furniture
included that its structural principles represented the ‘state of the art’ in
Denmark and accounted for more than 50 per cent of the Danish market. The
same structural principles have been widely accepted in Sweden, Germany,
France, and the Netherlands. In 1989 Stephen Pheasant wrote in his book,
Body space, ‘In recent years a new radical approach to seating has been
proposed: Mandal (1976, 1981) has argued (quite cogently in my view) that
seat surfaces should slope forwards, hence diminishing the need for lumbar
flexion (particularly in such tasks as typing and writing) and encouraging
lumbar lordosis.’

In 2001, the structural principles in the tall Scandinavian school furniture were
formally adopted as the dominant part of the new European pre- Standard for
School Furniture (Ref figure 3). However, better awareness is still needed, as a
range of options are included in the new standards.

ISO 5970 specifies basic functional sizes for seating and tables in educational
institutions and colour code to be followed (ref. Annexure). As per ISO 5970
school furniture is required to be colour coded based on furniture sizes
(Numbered) for easy identification of sizes so that user will easily identify which
size furniture will go where in the school.
16
3.0 Availability of right type of school furniture in India: In India we
don’t have standards for school (Classroom) furniture yet. However the
furniture manufacturers have come out, inspired by the European designs
(Figure -4), with designs that matches the Indian requirement to some extent
(Ref figure 4)

Frame size as per DIN ISO 5970. Frame
features. Height adjustment in steps with
hexagon key or hand-wheel. Table top of
melamine-resin coated chipboard with plastic
edges or seamless moulded-on
polyurethane. Safety edges. Top with
recessed or moulded-in storage tray and
stop-edge equivalent to KU or PU. Features
of top. Maintenance-free, working surface
inclinable in steps (0°; 5°; 10°; 16°;
20°).Accessories and options. Glides for
hard and soft floors and briefcase (satchel)
hooks. Plywood or grid bookshelf or chair
suspension for all VS school chairs
Frame size as per DIN ISO 5970 and CEN.
Frame features. Height adjustment in steps
with hexagon key or hand-wheel. Table top
of melamine-resin coated chipboard with
plastic edges or seamless moulded-on
polyurethane safety edges. Top with recessed
or moulded-in storage tray and stop-edge
equivalent to KU or PU. Features of top.
Maintenance-free, working surface inclinable
in steps (0°; 5°; 10°; 16°; 20°) with horizontal
shelf. Accessories and options. Glides for
hard and soft floors and briefcase (satchel)
hooks. Plywood or grid bookshelf or chair
suspension for all VS school chairs

Figure – 3: Sample of furniture available in EU as per ISO 5970

Figure – 4: Adjustable School Furniture available in India (Curtsey: PAN Office

Systems Pvt. Ltd.)
Adjustable height single and double desk with individual chairs offered by PAN Office
Systems Private Limited. Single Desk and Chair. Both the Desk and Chair are Adjustable in
17
Height Suitable for Any Class from 2nd Standard to 10th Standard since it is Height
Adjustable (Price: Rs. 1950 per set). Adjustable Double Desk with 2 Adjustable Chairs
Suitable for Any Class from 2nd Standard to 10th Standard since it is Height Adjustable
(Price: Rs. 3550 per set)

4.0 Classroom Lighting: One of a classroom’s most critical physical

design characteristics is lighting. Even the thought of dull hum and their
pulsating flicker can produce a melancholy feeling or even a slight headache
for some students. Windowless classrooms do not promote success in students.
From an architectural standpoint, windowless classrooms can be useful to save
resources such as material and building supplies. Windowless classrooms are
also designed to reduce distractions. However, the absence of windows in
the classroom has some serious overlooked side effects. A study
(Ahrentzen et al., 1982; Karmel, 1965) showed that students' moods are more
negative in windowless classrooms. The study also showed that while a few
students improved without windows, most others showed a decrease in
academic performance in the windowless settings. Fielding (2006), found that
in natural lit classrooms math scores improved by 20 percent and verbal scores
by 22 percent. "Natural light is perhaps the single most important
element in the learning environment." says Fielding. North and South
facing class rooms with windows on east and west may require less artificial
arrangement when compared with East and west facing classrooms with
windows on north and south. However teacher may need to rearrange the
classroom lay out to avoid glare from sunlight from east (morning) and west
(Evening).

5.0 Classroom Size: The size of a classroom can have profound effects
on students for many reasons. For example individuals from different
cultures vary in their preferred inter-personal distances during conversation.
Every student has an “invisible boundary” around his or her body, often
referred to as “personal space”. If someone pierces this boundary, the student
will feel uncomfortable and step back. Often, classrooms are overcrowded
which force invasions of personal space between students. Generally in Indian
Schools classrooms are overcrowded with 40-70 students in a class.

6.0 Classroom Colour: Colour is an essential classroom feature, for it can

drastically impact the learning process. Colour has the capability to influence a
student's attitude, behavior and learning process. The proper use of colour in
a classroom environment can change the mood of students. Colour is
intensely powerful— it promotes ardent positive or negative emotions about
one’s environment. Warmer colors, such as reds, oranges and yellows, were
shown to cause a slight rise in blood pressure by promoting a feeling of
warmth, while the cooler colors, greens, blues, and purples caused a slight
decrease in blood pressure. Colors can also alter the appearance of room
size; by making it seems more compact or more spacious than it is in actuality.

18
It has also been shown that certain colors can increase student’s auditory-
verbal memory skills. This would certainly be beneficial during the common
activity of teachers lecturing to students, and through the use of audio books in
the classroom. Students who have a more positive attitude toward their
learning environment due to the room’s color scheme will learn more
effectively, have better attendance and ultimately perform better.

Before you place order for classroom furniture

Collect Anthropometrical dimensions of the boys and girls discuss with teachers about
how they would like to conduct the class, classroom activities proposed etc. Take
measurement of the classroom and the number of children to be seated including seat
for supervisor / guests to be accommodated in the class occasionally. Number of
East/west facing classrooms with windows on east and west. Assess the storage
requirement of students (Schoolbag, water bottle, lunch box, overcoat/blazer /
sweater, Pencil box). Decide on type of furniture (single seated/ double desks, 4-5
seated etc) based on furniture rearrangement requirement’s, since teacher needs to
take the help of students only for rearranging the layout and there will be a limitation
of maximum weight of the furniture that can be handled by the students. Single /
Double seated desks / tables with individual chairs are ideal for all age groups and
from the point of view of quick rearrangement of layout.
While adjustable height furniture may be ideal it also gives room for the children to
play with the furniture. In case of fixed height furniture decide on colour code for each
height or follow ISO 5970 colour code. Furniture for labs and computer room may be of
fixed type and heavier than furniture for regular classroom and for classroom
activities, where teacher needs to rearrange the layout often, depending upon the
activity. List out the requirements and type and size of furniture before placing the
order

References:

Traditional school furniture damages backs, 2004 Author: Dr A C Mandal (pub:

Talk book Oct 2004)
1. ATHERTON J S (2009) Learning and Teaching; Physical Layout [On-line]
http://www.learningandteaching.info/index.htm
2. Aagaard-Hansen J, Saval P, Steino P, Storr-Paulsen A. Back health of students.
Eur J Appl Physiol. 2001; 85(2): 41-8.
3. Parcells C, Stommel M, Hubbard RP. Mismatch of classroom furniture and
student body dimensions. Journal of Adolescent Health. 1999; 24(4): 265-73.
4. Evans WA, Courtney AJ, Fok KF. The design of school furniture for Hong Kong
school children: an anthropometric case study design. Applied Ergonomics.
1988; 19(2):122-34.
5. ISO 5970, Chairs and tables for educational institutions functional sizes.
International Organization for Standardization, 1979.
6. Motamedzade M. PhD, Dept. of Ergonomics, School of Public Health and Center
for Health Research, Hamadan University of Medical Sciences, Iran. A Practical

19
 Method for School Furniture Design to Prevent Musculoskeletal Disorders among
Pupils, J Res Health Sci, Vol. 8, No.2, 2008, pp. 9-12
7. Evaluation of three types of school furniture according to prEN 1729, R.R.E.E.
Motmansa, a Product Ergonomics Research Centre, Katholieke Hogeschool
Limburg, Genk, Belgium
8. Aha learning resources Inc.: http://www.aceofflorida.org/helpdesk/index.html
(Ronald D. Froman).
9. Practical Teaching Strategies, For Inexperienced and New Teachers,
http://www.priceless-teaching-strategies.com/
10. Minakshi Agarwal, Solution Exchange ( a UN network of experts), New
Delhi

Annexure -1
School Furniture - Dimensions of Chairs (Seating) as per ISO - 5970

20
1) For size 0, the identification colour and the height of seat only are standardized.
2) h5 is measured to the highest Point of the front of the seating area on the centre
line.
3) t4 is measured on the centre line of the seat plane from the front edge to a
perpendicular line from reference Point W.
4) W is the maximum height of foremost Point of backrest.
5) Room for free movement of the posterior in the writing Position should be
ensured.
6) h6 and h7 are measured on the centre line of the seat plane from the lowest part
of the seating surface.
7) The upper and lower edge of the backrest should be well rounded.
8) r1 is the approximate radius of the top surface. The curve need not be an exact
arc of a circle.
9) r2 is the radius of the backrest in a horizontal plane.
10) δ: the main part of the seating surface shall lie between the horizontal
and a slope of 4o maximum. The seating surface may be flat or include dishing. Any
dishing shall occur in the back two-thirds of the effective seat depth. The deepest
part of the dishing shall occur at the back part of the effective seat depth.
11) β is the angle between the horizontal and the plane of the backrest
between h7 and Won the centre line of the seat. The Profile of the backrest between
h6 and W is not defined.

Annexure -2

School Furniture - Dimensions of Tables as per ISO 5970

21
1 For size 0, the identification colour and the height of top only are standardized.
2 h1: Table top surfaces specified in this International Standard are horizontal. However,
should an inclined surface be required an inclination of 10o to 16o is recommended. The
edge towards the pupil shall stay at approximately the same height as when the table is
horizontal.
3 h1 – h2 : If a shelf is provided within this Zone, the opening should be not less than 60
mm high.
4 Table 2 gives the preferred sizes of the minimum depth and length of table tops. For
standardization purposes it is recommended that these sizes be applied. However, if it is
necessary to deviate from these sizes, the following incremental sizes should be used :
a. size b1 : from 450 mm to 800 mm : 50 mm increment from 800 mm to 2 000
mm: 100 mm increment
b. size t1 : from 450 mm to 1 200 mm : 50 mm increment

Annexure -3

Furniture Dimensions reference figure for Annexure 1 and 2

22
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