I remember one evening in my first year of teaching, leaving school at 7 p.m because I’d stayed behind to finish a ‘fancy’ display. I had spent hours on it, carefully cutting, printing, and laminating, determined to make the classroom walls look impressive. The next day, the children noticed it briefly, and by the following day, it had already faded into the background. I felt so downcast, after all that hard work?
I also recall a significant part of my summer holidays spent laminating, printing, stapling, and perfecting colourful displays that I thought would transform learning. In hindsight, much of that time could have been invested in far more purposeful preparation, things that would genuinely support the children’s progress rather than just decorating the room.
When I walk into some primary classrooms, I would sometimes be greeted by colourful walls bursting with information, pictures, posters and even some displays hanging down from the ceiling. All these I’m sure were done with the best of intentions to support pupils with their learning, but it completely breaks my heart to see teachers working hard on things that make little or no difference. At a first glance, these displays can feel lively and engaging, but we must ask: are these displays actually supporting learning, or are they unintentionally overwhelming children?
I’m an advocate for neat and tidy displays. However, I’ve come to understand in my experience as a teacher and leader, that effective displays don’t need to be elaborate. What matters most is that they are purposeful, accessible, and consistently used as part of the teaching and learning process.
Why Less is More
Research into cognitive load theory reminds us that children can only process a limited amount of information at once. Overly busy walls, especially those covered in bright colours and unrelated posters, risk creating cognitive overload. Instead of aiding learning, they can distract attention away from the lesson.
This is particularly important when thinking about neurodivergent children, who may be more sensitive to busy, cluttered, or visually noisy environments. A calm, ordered classroom is not only more inclusive, but also creates an atmosphere where children can focus.
Purposeful Displays
The key word here is purposeful. A good display should:
- Directly support learning.
- Stay relevant for at least a term and in some cases, the whole year, with weekly changes made only when absolutely necessary.
- Be referred to regularly by the teacher and pupils.
For example:
- Science vocabulary and definitions for the current unit.
- Key grammatical terms (noun, verb, adjective, adverb) with simple definitions.
- Weekly spellings displayed clearly where children can see them.
These kinds of displays become tools for independence. When teachers consistently model how to use them, pupils eventually begin to refer to the displays on their own.
Practical Tips for Effective Displays
- Keep it neat and simple: choose calm, muted colours over bright, clashing tones.
- Position displays carefully: ensure all pupils can easily see them from their seats.
- Avoid wallpaper syndrome: displays are not decoration; they should be functional.
- Make them yourself where possible: handwritten or teacher-made resources are often more meaningful than generic printouts from websites.
- Refresh with intention: update displays only when necessary, rather than constantly.
- Effort should not outweigh impact: Displays should not be time-consuming. The impact should significantly outweigh the effort.
Final Thought
Effective displays are about quality, not quantity. A few clear, purposeful and well-maintained displays will have far greater impact than walls overloaded with laminated posters and colourful clutter. By creating calm, focused classrooms, we not only make learning environments more inclusive, but also empower children to become confident, independent learners.
