Sound solutions – Using white noise in the classroom

Emma Sanderson discusses whether the new guidelines on access to noise-mitigating equipment in examinations, should be extended to the classroom for neurodiverse students and those with social, emotional and mental health needs (SEMH).

With the new access arrangements from the Joint Council for Qualifications (JCQ) allowing students to listen to white noise or music during exams, should schools also consider whether similar allowances should also be made in the classroom?

The new JCQ adaptations to exams for students with additional needs and disabilities, learning difficulties and social, emotional, and mental health (SEMH) challenges, resulted from a surge in requests for change following the upheaval caused by the COVID-19 pandemic.

Under the updated guidelines, schools can now request adjustments for students with ‘substantial impairments’ to use noise-mitigating tools like white noise or music during exams. This new measure expands on existing access arrangements, such as supervised rest breaks and extra time, and addresses the needs of neurodivergent students or those with conditions like tinnitus or misophonia.

Research has shown that noise can be particularly disruptive for students with sensory sensitivities, including many neurodivergent individuals such as those with autism or ADHD. These students often experience decreased sound tolerance, which can impact their concentration and overall well-being. Noise-cancelling headphones, white noise, and music, have been proven effective in helping these students stay calm and focused in various settings, from classrooms to public transportation. Studies have found that students using these tools are better able to participate in classroom activities and reduce sensory overload.

So should we be using white noise to help enhance focus in the classroom? Introducing these tools into everyday classroom environments does pose some challenges. Concerns have been raised about potential stigmatization for students who use headphones and the possibility of missing important verbal instructions.

Students using personal devices could offset any additional costs to schools needing to purchase the necessary equipment when budgets are under pressure, however, this also brings with it the logistical difficulties of monitoring playlists or content. Additionally, with the current trend of an increasing number of schools restricting mobile phone use, some students being allowed to access their phones and stream music could present an added hurdle.

Despite these obstacles, the benefits of flexible, personalized sensory support strategies for students with additional needs are clear, and ongoing discussions about how to implement these solutions in classrooms will continue to shape the future of inclusive education.

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