Tookey, LaraPage, WyattBoulic, Mikael2026-01-132026-01-132025-12-01International Conference of Green + Digital + Intelligent Built Environments (GDI). 1-3 December 2025. School of Future Environments, Auckland University of Technology.http://hdl.handle.net/10292/20483This study presents a neuroarchitectural investigation into the acoustic performance of a modern, open-plan primary school classroom in New Zealand. Originally designed with an exposed concrete aesthetic, the space exhibited elevated average noise levels (LAeq > 70 dB) and frequent disruptive peaks (LCPeak >105 dB), posing challenges to cognitive performance and inclusive learning. A ceiling-based intervention using acoustic materials was implemented to reduce reverberation and improve speech clarity. Post-intervention measurements showed a significant reduction in background noise (LAFmin), but minimal change in average levels and an increase in peak events, indicating the limitations of single-surface treatments. Framed within the context of neuroarchitecture, the study highlights how environmental stimuli influence attention, memory, and emotional regulation, particularly for vulnerable learners. The findings support Sustainable Development Goal 4 (Quality Education) and the GDI2025 theme of designing inclusive, resilient learning environments. Recommendations include multi-layered acoustic strategies combining architectural and behavioural interventions to foster cognitively supportive educational spaces.This is the Author's Manuscript of a paper presented at the GDI conference, 1-3 December 2025, Auckland, New Zealand.Cognitive LoadAcoustic MaterialsLearning EfficiencySDG 4Open-Plan ClassroomsNeuroarchitectureConference ContributionOpenAccess