# The Impact of Noise on Learning in Children and Adolescents: A Meta-Analysis
## 1 Introduction  
Noise, defined as any unwanted sound, has been a growing concern in modern society [1]. It is regarded as the third most pressing environmental concern after water and air pollution [2]. In this context, it is important to consider the impact of noise on learning and cognitive performance in children and adolescents, as this population is particularly vulnerable to its effects [3]. The impact of noise on academic and cognitive performance has been a significant area of research. Several systematic reviews and meta-analyses have addressed different aspects of this issue, providing a still-varied understanding of how noise affects different population groups and types of cognitive skills as well as health and well-being. Below is a brief description of key studies that have explored this relationship, highlighting their main findings and how they differ from the present meta-analysis. One study [4] conducted a comprehensive meta-analytic synthesis on the effects of noise on human performance, highlighting noise as a significant stressor affecting cognitive and motor responses. This study, which included only adult participants, revealed that the type of noise and the nature of the task were key moderators. Investigating the effects of aircraft noise on children's reading comprehension and psychological health, [PERSON]. [5] analyzed data from three studies conducted in 106 schools near major airports. They found aircraft noise was associated with a decrease in reading comprehension and an increase inhyperactivity, with no effects on emotional symptoms or conduct problems. The authors of [6] evaluated the effects of everyday environmental noise on non-pathological cognitive abilities in individuals, presenting an updated systematic review of noise pollution and human cognition. Their study covered the entire lifespan and used epidemiological studies to inform policies on noise pollution. In a systematic review and meta-analysis, [PERSON]. [7] found that low-frequency noise had a significant negative impact but only on higher-order cognitive functions. More recently, [PERSON] et al. conducted a meta-analysis on the effects of noise on cognitive performance in young populations, providing additional insights into how different noise sources influence cognitive functions. While this study contributes to the growing body of research on noise-related impacts, the present meta-analysis focuses specifically on academic and cognitive performance in school settings, employing strict inclusion criteria that prioritize experimental and quasi-experimental studies with objective measurements [8]. Our meta-analysis differs from previous studies by assessing how both environmental and classroom noise affect the cognitive and academic performance of children and adolescents. The use of meta-analytic techniques allows us to synthesize findings from multiple independent studies, providing a more comprehensive and statistically robust estimate of the overall effect of noise. This is particularly important given the variability in study designs, noise exposure conditions, and outcome measures found in individual research efforts. By integrating data from diverse studies, a meta-analysis increases their statistical power, enhances the generalizability of findings, and helps identify potential moderating factors, such as types of noise and student characteristics like age. This systematic approach not only strengthens the validity of the studies' conclusions but also provides valuable synthesized information that can guide educational policies and future research on mitigating the impact of noise in learning environments. The aim of this study is to analyze the impact of noise on learning in a learning environment through assessing the academic and/or cognitive performance of non-university students. To achieve this objective, this study will address the following research questions:  
1. What is the overall effect of noise on learning in terms of the academic or cognitive performance of students? 2.