Page 44 - spaces4learning, Fall 2024

s p a c e s 4 l e a rn i n g HEALTH AND WELLNESS
THE DECORATION
ARMS RACE IN
ELEMENTARY
CLASSROOMS
By Dr. Robert Dillon & Dr. Ellen Moskowitz
IN RECENT YEARS, the pursuit of the perfectly decorated
classroom has taken a serious toll on teachers’ well-being. The
competition to create visually stunning and intricately decorat-
ed classrooms has become overwhelming. It is leaving many
educators feeling stressed and over-burdened by the unrealis-
tic expectations that come from the viral images of classroom
“perfection” on social media. While designing a classroom that
engages and enables all students is essential, this rarely lines
up with the fixation on perfection through decoration. Overly
decorated spaces can distract teachers from what truly matters:
meaningful connections with students and effective teaching.
The hyper-decorated classroom was born of the social media
era, and it typically features meticulously coordinated themes,
elaborate decorations, and expensive supplies. These classrooms,
often inspired by images and videos on Pinterest, Instagram, and
TikTok, are designed to be aesthetically pleasing and visually im-
pressive. They get likes and positive reinforcement because they
look good, but they do little for learning. The time, effort, and
financial resources required to
achieve this level of perfection
is pressure-filled and unsustain-
able, especially for new teachers.
It is essential that we support
our early-career teachers by en-
couraging them to invest their
time and energy to learn their
curriculum, understand school
culture, and adapt to the devel-
opmental needs of their students
instead of using so much time
on classroom setup and decora-
tion that has limited impact.
The best and most effective learning environments follow the re-
search. They prioritize flexibility and functionality over decoration.
They are built on a coherent color palette, maximize natural light,
and provide space for movement and agility for a variety of types
of learning. In addition, effective classrooms support collaboration,
creativity, and quiet reflection and support the needs of all students.
Here are some strategies that school leaders and teacher
mentors can use to help reduce a portion of the pressure: the
pressure that comes from colleagues and supervisors.
44 FALL 2024 | spaces4learning.com
THE HPERDECORATED
CLASSROOM WAS BORN
OF THE SOCIAL MEDIA
ERA, AND IT TYPICALLY
FEATURES METICULOUSLY
COORDINATED THEMES,
ELABORATE DECORATIONS,
AND EXPENSIVE SUPPLIES.
1) Set clear priorities. Communicate that instructional
quality and engaged learning are the primary criteria for eval-
uating teachers, not the aesthetic appeal of their classrooms.
2) Provide professional learning and support. Offer sup-
port on effective classroom design that emphasizes how to de-
sign based on the research, what brain-friendly classrooms look
like, and how to maintain flexibility and adaptability as the
school year progresses.
3) Encourage collabora-
tion. Create opportunities for
teachers to share practical and
cost-effective design ideas that
enhance learning without re-
quiring extensive and expen-
sive decoration efforts.
4) Promote equity. En-
sure that all teachers have ac-
cess to necessary materials and
resources, reducing the need
for personal spending on class-
room decorations.
5) Highlight effective
models. Show teachers that many different types of classroom
designs, with similar research-based principles, can support
learning without heavy decoration, out-of-pocket money spent,
or huge investments of time.
For new teachers navigating these pressures, consider the
following:
1) Start simple. Begin with a functional, uncluttered class-
room. Focus on essential elements that support learning and
gradually add personal touches.