Using the classroom environment to enhance student involvement, well-being, and learning : a multiple case study

Abstract

This dissertation investigates the influence of the classroom environment on children's levels of involvement and emotional well-being. Drawing on the theoretical foundations of Ferre Laevers’ Experiential Education (EXE), this study examines how physical, social and psychological aspects of the classroom impact young learners’ engagement and overall development. Central to the EXE model is the integration of student involvement and well-being as key indicators of high-quality educational experiences. The research adopts a qualitative multiple case study methodology, involving non-participant classroom observations, adapted versions of the SiCs (Scale for Involvement and Well-being in Settings) tool, and visual documentation. Two Year 2 classrooms from the same school in Malta, were observed across four sessions. Data were analysed through deductive thematic analysis using preestablished themes based on the SiCs framework, including infrastructure, materials, freedom of choice, participation, classroom atmosphere and group dynamics. Findings highlight that classrooms with thoughtfully arranged physical spaces, varied and accessible materials, inclusive displays, and emotionally supportive teacherstudent relationships are more likely to promote deep-level engagement and higher well-being. In contrast, environments with limited autonomy, visual stimulation, or relational warmth may hinder student involvement and emotional security. The study also underscores the importance of cultural representation, flexibility in classroom management, and student-centred teaching strategies in fostering meaningful learning experiences. This dissertation contributes to a growing body of literature emphasising the critical role of the learning environment in shaping educational outcomes. The findings support a holistic, experience-driven approach to teaching, advocating for environments that nurture the cognitive, emotional and social development of all learners. Recommendations are offered for educators and school leaders to design classroom environments that prioritise involvement, inclusivity and well-being.