The Department of Education (DepEd) recently issued a directive requiring all public school classrooms to remove unnecessary artwork, decorations, tarpaulin, and posters. While it is unclear what constitutes as “unnecessary,” some educators and individuals questioned the literal implementation of DepEd Order No. 21, s. 2023. Despite the concerns, DepEd Secretary Sara Duterte emphasized in media interviews that all classroom decorations must be taken down.
It seems that someone in DepEd discovered the Bare Walls Theory and was eager to apply it without fully understanding its recommendations. The theory originated from a small-scale study that observed that overly decorated classrooms can be distracting and negatively impact test performance. However, it is important to note that this study only focused on 24 kindergarteners in a simulated learning environment, not a real school setting over an extended period. The authors of the study themselves do not recommend completely bare walls but suggest being more intentional and thoughtful when decorating classrooms.
The issue with implementing a ban on decorations is that essential tools and aids for learning are being removed along with unnecessary items. While focus and concentration are important, it is crucial to consider that engagement and motivation are equally essential, if not prerequisites for focus and concentration. In order for students to excel and maximize their learning, they must first have a desire to be in school. School refusal and nonattendance, which often lead to drop-outs, have long been significant challenges in public education. Therefore, student engagement and motivation should be prioritized.
Instead of solely focusing on the number of decorations in the classroom, it is more impactful to involve students in the creation of decorations, such as using their artwork, and allow them to have a say in how their classrooms are decorated. This increases their engagement with the materials and reduces the likelihood of defacing them. Additionally, decorations that directly relate to what students are learning are more likely to be used as effective learning tools. Educational materials in the classroom also aid in knowledge retention and reinforce lessons. The goal is for students to interact with and engage with the educational decorations rather than ignore them.
Classroom decorations serve a purpose beyond assisting in lessons. For many students, schools are their second homes. For those who do not have child-friendly spaces at home, school provides an environment that caters to their needs. A “quiet corner” with books, for example, allows children to take a break when they feel overwhelmed or under excessive academic pressure. It also offers an opportunity for them to enjoy their own company and learn self-soothing and emotion regulation, which are vital life skills. Diverse tactile environments, such as carpets and textured decorations, provide sensory regulation, which is crucial for many students.
Another concern regarding the bare walls order is that it fails to consider the developmental needs of each student. While some exceptional students can thrive in any environment, most students benefit from a specific type of environment. For students with attention deficit hyperactivity disorder (ADHD), visual reminders of tasks and schedules help them develop their planning and organization skills. Age-appropriate “emotion check-in” boards are also helpful in teaching children to identify and express their feelings appropriately. Each grade level requires different levels of concentration and engagement. Kindergarten students, for example, need an environment that encourages interaction with physical spaces, peers, and teachers. Education should not solely be focused on the teacher or adult in the room. Therefore, classroom design plays a crucial role in kindergarten learning. As students progress to higher grade levels, the need for academic focus increases, and they are less likely to be distracted by decorations.
If these bare walls could speak, they would tell you that they can be a vital part of our children’s learning experiences.
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