Classroom acoustics as a consideration for inclusive education in South Africa.

This is a review of published literature and regulations, not a study that measured children's outcomes after an acoustic change, so it cannot show that a specific classroom modification will improve learning. The authors note that the research does not usually hold two factors constant while testing the third, so it is hard to separate the effects of noise type, learner type, and task. Effects were not uniform: some children with attention difficulties performed better with music or white noise, and some studies found little noise effect, possibly because of floor effects. The paper evaluates South African policy documents and standards rather than measuring actual classrooms, so it does not show how many schools fail the recommended levels.

Do not read this as proof that a quiet classroom will fix a child's speech or learning difficulties. It is a review of literature and policy, not a tested intervention, and the effects vary by noise type, learner, and task.