A new study of classroom design finds that lighting, student ownership of space and air quality, in that order, have the most impact on student achievement.

Variations in classroom environment accounted for 16 percent of a student’s progress over the course of a year, according to the new research published in the journal Building and Environment.

Professor Peter Barrett and three of his colleagues from the University of Salford in the United Kingdom studied 153 classrooms in 27 different schools in three distinct communities. They tracked the size and layout of each classroom, and the teachers completed a survey about their classroom experience. To measure the performance of students assigned to those classrooms, the researchers examined test scores in reading, writing and math. Students ranged in age from 5 to 11 years.

The researchers looked at three facets of classroom design: stimulation, individualization and naturalness. Of those three, naturalness — such as the level of natural light, the air quality and the temperature — accounted for roughly half the impact on student achievement that can be attributed to classroom design, while stimulation and individualization accounted for a quarter each.

Looking at the findings in another way, the researchers found that lighting was the single most important factor in classroom design. They advised against blocking windows and suggested keeping the blinds open whenever possible to light the classroom with natural sunlight rather than overhead lights. They suggested that desks and furniture should be arranged to capture the most natural light with the least amount of glare.

To promote student ownership of space, the researchers suggested posting student work throughout the classroom and allowing the students to arrange some of the displays of student work.

To improve air quality, the third most important factor, the researchers recommended opening the windows to ventilate the room at least once an hour.

See the full list of recommendations in the report.