Learning Environments Research interprets the term ‘learning environment’ as the context in which learning occurs. The journal seeks to advance our understanding of organisational, physical, psychosocial, and pedagogical aspects of learning environments and how these influence teacher and student learning and cognitive and affective outcomes, including student achievement. The journal expands our knowledge of pre-primary, primary, high school, college and university, and lifelong learning environments irrespective of subject area. Apart from classroom-level and school-level environments (e.g., school climate), the journal devotes attention to out-of-school learning environments (such as the home, science centres, museums, television, parks, and other natural areas) and online learning environments. The journal also seeks to increase our understanding of the architecture, design and affordances of schools and learning spaces and whether or how these influence student learning and outcomes. The journal's scope is deliberately broad in terms of substance, research design and methods. Learning Environments Research publishes original academic papers, including theoretical reflections, reports of quantitative and qualitative research, meta-analyses, discussions of methodological issues, reports of the development and validation of assessment instruments, and reviews of books and evaluation instruments and critical, systematic, and integrative literature reviews. All submissions, however, are required to be framed within learning environments research, clearly stating what aspects of the learning environment were examined and how the study and its findings are seated within this field. The journal is affiliated with the American Educational Research Association's Special Interest Group on the Study of Learning Environments. However, having Regional Editors and members of the Editorial Board from around the world ensures that Learning Environments Research is a truly international journal.