Safe Seats of Learning

Safe seatsof learningHow good school furniturecan make a difference

Foreword

Safe seats of learning © FIRA March 2008

The British Council for School Environments recognises the right of young people to learn in anenvironment which is safe, healthy and achieves the highest quality possible. We must all becommitted to improving the quality, attractiveness and health of the learning and communalspaces in our schools. Environmental factors have significant effects on pupil and teacher well-being. Poor quality lighting, ventilation, acoustics and furniture all have a negative effect onstudent achievement and health.

What we value in our homes; we should value in our schools. What we wouldn't accept in ourworkplaces, should not be part of our schools.

Good school furniture can and does make a difference. As parents and pupils campaigned against'turkey twizzler' type food so they will campaign against 'turkey twizzler' type furniture.

We must ensure that money spent on furniture is fit for purpose. The UK has suppliers willing toinnovate and we must continue to invest in and design fit for purpose and flexible furniture.

Poor ergonomic design of classroom chairs can affect concentration, handwriting and generalwell-being.

We welcome the work of FIRA and this landmark document, 'Safe seats of Learning'.

Ty Goddard, DirectorBritish Council for School Environments

We as a nation areembarking upon a majorinvestment in our schoolsand teaching methods - butour school furniture designhas changed little from thepost-war era. It’s not justabout aesthetics – goodfurniture has a positiveeffect on both children’shealth and their classroomdevelopment.

This call to action comesfrom FIRA (Furniture IndustryResearch Association) inresponse to requests fromgovernment, purchasers,parents, teachers andchildren to make a change.

The present climate in schools isone of change and development.The Government has a vision ofhigh quality, forward-looking schoolaccommodation that will improveopportunities for students andproduce a competitively skilledworkforce for the 21st Century.

The current activity and theGovernment’s ambitions to re-thinkschools as resources for the wholecommunity offer significantopportunities to manufacturers andsuppliers of school furniture.However, to date, the vision ofdesigners, architects and educatorshas not been matched by a similarlevel of innovation from suppliers,with the result that many projectsare failing to live up to the ambitiousagenda set at the beginning of thetender process.

Unfortunately, school furniture oftenreceives little consideration withinoverall project management, anddetailed specification of furnitureand equipment is often extremelyvague. This has led to the selectionof poorly designed or inappropriateproducts.

Now is the time to make a change.Furniture does not have to be stuckin the post war era. We call onarchitects, designers, specifiers,manufacturers, teachers andstudents to work together to createadaptable environments which:

This document aims to stimulatespecifiers to question the currentmethods used to select furnitureand the rationale behinddecisions made. At the sametime, a collective approach isneeded between designers,educators, manufacturers andspecifiers to ensure furniturechosen today continues to suittomorrow’s schools.

● support the widest range of teaching and learning strategies,

● are efficient and sustainable,

● safeguard the well being of children,

● remove barriers to concentration, communication and information.

Introduction


Originally modelled on ‘domestic’furniture as a liberal reaction to theperceived authoritarianconnotations of traditional woodendesks, the design of school desksand chairs developed in the post-war years has failed to movebeyond the mass productionapproaches of the mid 20thCentury.

With the exception of theintroduction of polypropylene chairsin the 1970s, there has been nosignificant innovation in educationalfurniture in the last fifty years. Thishas meant children have often beenrequired to use unsuitable furnitureand to work at mismatched tablesand chairs.

Children are bigger and taller thanthey were thirty years ago, andresearch shows that most of thisgrowth has been in the arms andlegsi. Not only are childrenchanging, the classroomenvironment has changeddramatically and continues toevolve. Furniture needs to reflect themove from teacher-focused tolearner-focused education and beflexible enough to respond tochanging educational requirements.

Despite the changes in learningstyles, children will continue tospend approximately 15,000 hourssitting down during their schoolyears. Approximately 13 per cent ofchildren aged 10-16 havesignificant incidence of recurrentback pain. This increases to adultlevels by the age of 16ii. This can beattributed to a number of factors,including poor seating which does not match the size of thechildren, and tables provided at the wrong height.

Rationale for changeWith the exception of the introductionof polypropylene chairs in the 1970s,there has been no significantinnovation in educational furniture inthe last fifty years.

“I am a pupil in year10, and I haveexperienced backpain. I have alsoexperienced backpain from the seatswe use at school. It isobviously hard to getseats for all sizes, butthe ‘one size fits all’doesn’t suit everyone,and it can becomevery awkward.”

Matthew Wilson,Age 14


“My back would oftenhurt for weeks onend, and it used towake me up duringthe night. I wouldfind it uncomfortableto do anything, evensit still for longperiods of time. Ifound myselffidgeting in lessons atschool and thereforemissing out keyinformation in class.”

Ceri Symonds,Age 13

It has been recognised for many years that traditional educational furniture does not fit the users. In 2005 thecharity BackCare proposed:

‘What is needed is a radical change in the way we think about and designclassroom furniture and a sustained initiative to put into practice thelessons we’ve learned, not only from ergonomics research but also fromthe practical ways in which we observe our children using the furniture we give them’iii.

In 2006 an early day motion wastabled at the House of Commons byPaul Burstow (Member ofParliament) and has been supportedby a number of MP’s includingVincent Cable. This motionincreased awareness of theincidence of back pain in schoolchildren and called for changes toschool furniture. “That this Houseexpresses concern that around 10per cent of teenagers are reportingback pain troublesome enough tovisit their General Practitioner or aphysical therapist with eight per

cent (up to three per class) reportingsome disability from recurrent orchronic symptoms; notes that thesecomplaints are being exacerbated inno small part by ill-fitting and lowestcost furniture within schools, lack oflocker space resulting in heavy load-carrying and a lack of adequateexercise during the school day;further notes that these complaintsaffect the performance, self-esteemand relationships and participationin school and sporting activities ofthese young people and, if notcorrected, will often develop into

longer-term back problems; furthernotes that much of this furniturecurrently used in schools, if used inthe workplace, would be deemedillegal under existing health andsafety legislation; and so calls uponthe Government to facilitate theintroduction of furniture into schoolswhich is adjustable, can cater forthe wide variation in height in agiven age group and isergonomically sound and conduciveto a good sitting posture”.


In conjunction with key stakeholders, this call to action identifiesshortcomings and proposes solutions in furniture selection in fourkey areas:

ProcurementEasy to identify

ErgonomicsFits the users

TeachingSupports learningenvironments

QualityFit for purpose


Size matters when selectingeducational chairs and tables. Ageand height considerations are oftennot reflected in furniture selection,and consequently the furniture is toobig or too small. Furniture that doesnot fit the users will lead torestlessness and discomfort, resultingin a decreased attention span andreduction in learning potential.Children with long backs are morelikely to suffer discomfort, particularlywhen desks are too low and they areforced to adopt a poor posture iv,v,vi,vii.The combination of appropriatelysized tables and chairs is critical forthe wellbeing of our children.Ergonomic considerations will makea big difference in managing pupildiscomfort. Children preferergonomically designed furniture totraditional furnitureviii. In additionsmall changes such as theintroduction of sloping work surfacesand a less negatively raked seatangle have been shown to improve

sitting behaviour as well as increasechildren’s satisfaction and comfortix.These improvements are not justwhen children are sitting. A recentstudy showed that personallyadjustable school desks and chairsresulted in an immediateimprovement in sitting posture andover time better standing posture as wellx.

Movement plays an important partin seating. Research has found that“a school in which movement issupported and encouraged has apositive effect on the learning abilityand attentiveness of the children” (Dr Dieter Breitheckerxi). While officefurniture has developed to allowdynamic sitting, school chairscontinue to be very rigid. This lack offlexibility within chairs means thechildren create their own by leaningthe chair back on two legs andfrequently shifting their position onthe chair.

Ergonomics

Furniture must fit the children, allow movement and encourage good posture

When we stand thespine has a natural‘S’ shape curve calledlordosis.

When we sit in aslumped posture, the pelvis rotatesbackwards and the‘S’ shape changes toa ‘C’ shape calledkyphosis. This causesan increase in spinaldisc pressure andresults in backdiscomfort and pain.

To reduce theincidence and severityof low back painwhen sitting abackrest with lumbarsupport in the correctposition reduces lowback stress by helping to maintainthe natural ‘S’ shape.

Alternatively,increasing the anglebetween the bodyand legs to create aposture closer tostanding will keep thepelvis in a forwardsposition promotinglordosis andpreventing a ‘C’shaped spine.


The problem with sitting

Traditionally, teachers led in theclassroom while pupils were taught.Teaching styles are changing andstudents now get individualpathways in a curriculum diet,learning through a variety ofmediums. To support the latestteaching methods, adaptability inlayouts is desirable.

Furniture should be easy to rearrangeinto a variety of configurations tomove from group to individual workas required. Current furniture doesnot encourage the flexibility requiredto suit individual learningenvironments. Furniture needs to be designed to meet the needs of 21st Century pupils. It shouldintegrate into both the building

Teaching

design and the curriculum. “Theclassroom is like a theatre. Teachersare actors and pupils are spectators.Actors move around, spectators needto follow.” (Levent Çaglar, SeniorConsultant Ergonomist, FIRA). Chairsthat can be moved and rotate quicklyand quietly are the essence forchanging designs.

In the UK teachers have ownershipof their rooms, which means pupilsof all ages may use them. Theconsequence is that one size offurniture will not fit all the pupils whouse a classroom; they need furnitureof different sizes or that can beadjusted to suit their varyingdimensions.


Furniture must be adaptable – easy to rearrange and reflect therequirements of the curriculum

Quality

A child will sit on a chair for up tosix hours a day over a period of 11years or more. Furniture musttherefore be durable and easy toclean and repair.

Cost is always a driver and ineducational environments this isparticularly acute as furniture is oftenthe last purchase in a long buildingor refurbishment process. All toooften it is seen as low status and/orpurchased as an afterthought, withthe consequence that the benefits ofa new school are diminished byinappropriate furniture.

Based on purchase cost criteriaalone, furniture can be unattractive,unergonomic and of poor design. Theresult is students feeling a lack of

ownership over the furniture,encouraging graffiti and vandalism,and shortening the life span. Themajority of school chairs will need tolast at least 10 years; therefore thecost per child for a cheap schoolchair can be as low as 60p per year.Although good furniture may carry asmall cost premium, can we afford toignore the benefits of providing highquality furniture that is suitable for all users?

Today’s children are part of a designconscious society and this awarenessextends to the furniture they use.Good furniture indicates that thepurchaser respects the children; inreturn they are more likely to adopt amore positive attitude which is moreconducive to learning.

Good furnitureindicates that the purchaserrespects thechildren

Furniture mustbe durableand encouragefeelings ofownership


For a long time there has been a‘one size-fits all’ approach toselection. The same furniture ischosen for all classrooms and otherlearning spaces across a variety ofschools, resulting in furniture that isnot task oriented.

While straightforward and simple,such a purchasing policy isinappropriate for today’s 21st Centurylearning environments. Furnitureshould be fit for purpose. Mostclassroom chairs will not be suitablefor library, laboratory or dining halluse. However, some furniture can beadapted for different purposes if it isdesigned with this clear goal in mind.

There is a need for better education ofarchitects and designers to ensureunderstanding of how a specificlearning environment works.

Procurement

Collaboration between teachers,pupils and specifiers will ensureappropriate furniture is selected fordifferent spaces.

Furniture purchases are dictated bywhat is available in the marketplace.In addition to long-standingeducational furniture manufacturers,individual designers and other

Furniture shouldbe a metaphor forthe curriculum,encouragingflexibility andcreativity

It must be easyto access, identify and select fit forpurpose furniture

Adaptable school furniture is notnecessarily new - it is all aboutknowing how to find it…

Sit-stand school furniture circa 1890xii.


furniture manufacturers are movinginto the educational sector. Thismakes it more difficult for specifiers toidentify and select furniturethat is appropriate to them andhighlights the importance of clearlyidentifying furniture that is suitable fortomorrow’s schools. Furniture shouldbe a metaphor for the curriculum,encouraging flexibility and creativity.

Benefits to StudentsThe specification and procurementof suitable furniture, fittings andequipment (FF&E) will supportindividual learning by encouragingdifferent learning styles andstimulating students to managetheir own learning. This will helpstudents to spend appropriate timeon tasks by ensuring the rightfurniture is provided to maximiseconcentration, communication andinformation. Learning spaces thatcombine appropriate products willachieve functional, aestheticenvironments which reinforce thevalues and ethos of tomorrow’slearning.

As a minimum, good furniture willsafeguard the physical wellbeing ofstudents through appropriateergonomics and the ability to adjustto individual students’ physicalneeds. Designers and stakeholderswill seek to use design-led solutionsto contribute to students’ social,emotional and psychologicalwelfare.

Adaptability in correctly specifiedfurniture and equipment willsupport creativity, and helpstudents to make the most of theirworking day.

Benefits to StaffFurniture and equipment willsupport teaching staff by extendingthe possibilities for curriculumdelivery and removing barriersto appropriate learning.Specifications should be designedto have a positive impact onclassroom management, to createenvironments which increaseproductive learning time andencourage interaction between staffand students. In turn, suitablefurniture and equipment will helpcontribute to the institutionalmessage about the valueplaced on staff, students and theprocesses of teaching and learning.

Furniture will be flexible both withinthe subject area and within theindividual lesson. Flexibility willalso encourage staff and students totake responsibility for theappropriate choice of resources topromote creative teaching andlearning experiences. Furniture andequipment will be designed tominimise time spent on setting upand arranging spaces, freeingteaching staff for curriculumdelivery.

Benefits to SchoolsCorrect furniture and equipmentwill encourage excellence byfacilitating the widest possiblerange of teaching and learningstrategies, and so will address thepersonalised learning requirementsof pupils in the 21st Century.Careful specification will ensureflexibility both in the use ofresources by classroom staff tooptimise curriculum delivery andover the longer term for the schoolto adapt to future needs. The use ofgood furniture will demonstrate bestpractice and innovation in thedesign of learning environments andpromote interaction betweenteachers and pupils.

An investment in adaptable highquality, fit for purpose, ergonomicfurniture which meets and exceedsBritish and European standards willsave resources in the long-termwhile emphasising the valueplaced on learning by children,teachers and the community.

Benefits of Good FurniturePoorly designed furniture is hampering the goals and ideals fortomorrow’s learning environments. Furniture that meets the needsof children, teachers and schools and is well designed will providereal benefits for all. A change in direction is needed from thecurrent cost driven approach towards selection which understandsthe needs and provides the flexibility required in today’s learningenvironments.

FIRA urges those involved in the design, manufacture, selectionand use of school furniture to work together to make sure thecorrect furniture is chosen for a specific learning environment. Bytaking into account the four key areas provided within thisdocument - ergonomics, teaching, quality and procurement -specifiers will be able to identify furniture that is fit for the usersand purpose.

We hope that this call to action raises awareness of the difficultiesin selecting appropriate furniture and provides a framework formoving forward. This document was developed from discussionswith key stakeholders involved in all aspects of school furniture. Wesee this document progressing over time and welcome your inputand comments.

Conclusion


Originally the Furniture Industry Research Association, FIRA is the UKresearch and technology organisation dedicated to furniture. FIRA is anindependent organisation whose work includes the development of furniturestandards, research, testing, and the provision of expert advice and support.The FIRA Ergonomics Unit has worked with the Department of Educationsince 1970 and has undertaken two major studies measuring children in1971 and 2001i. The most recent study was used in the development ofthe latest British and European furniture standards for educationalinstitutions, and FIRA experts represent the UK on all European educationalfurniture standards committees.

FIRA’s educational furniture experts are committed to thedevelopment of empowering,healthy and exciting learningenvironments which extend thepossibilities of the school settingand meet the future needs ofschools and communities.

i. Çaglar, L. (2001). Anthropometric Survey of School Children.FIRA, 2001.

ii. Jones, M.A., Hitchen, P.J. and Stratton, G. (2001). Low back pain in children. Pediatric Exercise Science 316.

iii. BackCare (2005). Your back in the Future: How School Furniture is ruining our children’sphysical health. Commissioned and published by Anthony Hill Designs Limited, June 2005.

iv. Gardner, A. and Kelly, L (2005), Back Pain in Children & Young People. Published by The Backcare School Back Pain Group. Backcare The Charity for Healthy Backs.

v. Fairbank, J.C., Pynsent, P.B. Van Poortvliet, J. A. and Phillips, H. (1984). Influence ofanthropometric factors and joint laxity in the incidence of adolescent back pain. Spine, 9, 461-464.

vi. Mandel, A.C. (1985). ‘The Seated Man: Homo Sedens.’ Dafnia Publications, Klapenborg. Denmark.

vii. Nissien, M., Heliocaara. M., Seitsamo, J., Alaranta, H. and Poussa, M. (1994).Anthropometric measurements and the incidence of low back pain in a cohort of pubertal children. Spine, 19, 1367-1370.

viii. Troussier, B., Tesniere, C., Fauconnier, J., Grison, J., Juvin, R. and Phelip, X. (1999).Comparative study of two different kinds of school furniture among children. Ergonmoics, 42(3), 516-526.

ix. Taylour, J. and Crawford, J. (1996). The potential use and measurement of alternativeworkstations in UK schools. Contemporary Ergonomics, 464-468.

x. Koskelo, R., Vuorikari, K. and Hannien, O. (2007). Sitting and standing postures arecorrected by adjustable furniture with lowered muscle tension in high-school students.Ergonomics, 50(10), 1643-1656.

xi. Breithecker, D. Physically active schoolchildren – alert heads. Teaching with exercise.Opportunities to improve performance and the ability to study. Federal working group on the development of posture and exercise e.V.

xii. Gurr, K., Straker, L. and Moore, P. (1998). A history of seating in the Western World.Ergonomics Australia. 12(3), 23-32.

Pictures - courtesy of Community Playthings, Jacqueline Lightfoot (canburystudio.co.uk), Peter Hill at Bluevoice pgh, Isis Concepts and Stage Systems Limited.

Bibliography

FIRA International Ltd,Maxwell Road, Stevenage,Hertfordshire SG1 2EW, England.Tel: +44 (0)1438 777700 Fax: +44 (0)1438 777800E-mail: [email protected] Website: www.askfira.co.uk

Safe Seats of Learning

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