The physical environment of the early childhood classroom contributes profoundly to children’s learning and social development. Classrooms and their adjacent spaces must be created with this research in mind. Unfortunately, evidenced-based classroom design has not traditionally been at the forefront in the dialogue on educational quality. While parents, educators and designers recognize the need for bright, comfortable and flexible classrooms most continue to view these elements as secondary to, and separate from, teaching and learning. A primary focus in Environmental Psychology is to achieve an understanding of the constraints and affordances of the physical setting and how this mould, affect, and support well-being. Since the field’s conception nearly a half-century ago, environmental researchers have found that some of the most important aspects of the built environment found to significantly impact the developing person include: spatial design, noise level, degree of crowding and amount of light. These particular qualities are believed to influence the learner because, poorly designed layouts, high levels of noise and crowding and inadequate lighting result in environmental chaos. Unchecked disorganization in the built environment can affect, in a very negative manner, children’s ability to focus and engage in learning. A chaotic environment can also contribute to physiological and psychological stress that can negatively affect children’s social interactions as well as the ability to effectively participate in the school day. It is also important to note that the same environmental inadequacies can negatively impact teachers’ responsiveness and engagement. When considering the powerful effects of the physical environment on learning, it is important to understand that just as poorly designed environments can have a deleterious impact on children’s development, optimally built settings can exert a restorative effect on behaviour and learning. For example, adding “greenness” or nature into classrooms by including either easy access to the outdoors or incorporating plant life directly into school spaces improves children’s attention and focus with tasks. Finally, the presence of stimulus shelters proves highly beneficial for children’s development and psychological well-being. These “shelters” are areas where students can escape activity for brief periods. When incorporated into the design of a classroom, this particular feature is beneficial for children’s sense of wellbeing.