Learning Begins with the Environment: A Response to the RAAC Crisis

A recent Schools Week article by headteacher Rebecca Black struck a chord with me. She shared the experience of her school being forced into temporary accommodation after the discovery of RAAC concrete in their building, and how her staff managed to maintain standards despite the upheaval. Her message was clear: if the government insists on “high and rising standards” in education, those standards must apply to school buildings too.

She’s absolutely right, and this insight inspired me to reflect more broadly on the role the physical environment plays in learning.

Why the Environment Matters

We often treat buildings as a neutral backdrop to education, but in reality, they shape the way students and staff feel, behave, and perform.

A classroom isn’t just a space. It’s a signal. When a learning environment is cold, dark, overcrowded, or falling apart, it sends an implicit message to everyone in it: your education isn’t a priority. On the flip side, safe, comfortable, well-designed spaces can foster motivation, focus, creativity, and emotional well-being.

Think about the difference between a child sitting in a noisy, temporary cabin versus one in a bright, well-ventilated classroom with inspiring displays and good acoustics. One feels like a holding space. The other feels like a place to grow.

We already know that emotional safety and comfort are fundamental to effective learning. So why isn’t that same understanding reflected in how we treat the environments we expect learning to take place in?

From Crisis to Complacency

The RAAC crisis didn’t come out of nowhere—it was the result of years of underinvestment and delay. And when it finally hit, the government’s response followed a depressingly familiar pattern: act fast, think later.

That phrase could describe a lot of education policy in recent years. Whether it’s curriculum reform, SEND changes, or headline-friendly schemes to tackle attendance or recruitment, we often see quick fixes rolled out under pressure, without the planning, resourcing, or foresight to make them sustainable.

It’s no wonder schools end up feeling like they’re constantly adapting to crises—whether that’s a crumbling roof, a rushed new framework, or a funding shortfall.

What This Means for Education Suppliers

While the RAAC crisis has created disruption, it also presents a clear opportunity: to rethink and redesign the environments we teach and learn in. And that’s where education suppliers, particularly those focused on furniture, layout, and design, can play a vital role.

Companies like Morleys, who specialise in creating learning spaces that are functional, inspiring, and inclusive, are well-positioned to support schools as they rebuild or refurbish. The demand for safe, flexible, and future-proofed spaces is rising, not just as a short-term response to infrastructure issues, but as a long-term investment in educational outcomes.

From ergonomic furniture and breakout zones to sensory-friendly environments and adaptable teaching spaces, suppliers have huge potential to help schools reimagine what a modern learning environment should look like.

For suppliers, this is about more than fulfilling orders; it’s about partnering with schools to improve learning experiences. The more we recognise the role of space in student success, the more value there is in thoughtful design and high-quality supply.

A Call for Strategic Thinking

If we genuinely want to raise standards in education, we have to stop treating the environment as an afterthought. High-quality learning doesn’t just come from high-quality teaching; it comes from a system that supports it in every way, including the physical space around it.

That means real, long-term investment in school infrastructure. It means consulting school leaders and students, not just surveyors. And it means recognising that the conditions we create for learning are just as important as the content we deliver.

Rebecca Black was right to challenge the government’s priorities. I hope more people in the sector do the same. If we want to build a better education system, we can’t do it in broken buildings.