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Abstract
The present study compared the school‐related attitudes of 11‐year‐old pupils drawn from two spacious and two space‐restricted schools. Attitudes were assessed using the Barker Lunn School Questionnaire S7, and the hypothesis tested was that classroom spaciousness would be associated with more positive attitudes and better social relationships. The results showed that pupils in spacious classrooms expressed more favourable attitudes towards their own class and to their class image. They also claimed to conform more closely to classroom mores and to have better relationships with their teachers, as compared with pupils in space‐restricted classrooms. The findings, though tentative, do suggest that spatial aspects of the classroom environment may have significant consequences for school‐related attitudes amongst primary school pupils.

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