Building from the findings of the EPSRC-funded HEAD (Holistic Evidence and Design) findings about the impact of the physical classroom design on the learning progress of primary school pupils, this talk will explore a range of practical implications. Examples will be drawn from experiences of applying the findings in diverse settings, such as Norway, Spain and Romania, as well as in the UK. Broader tensions or issues linking to the physical environment focus, such as questions of health, implications for pedagogy and the dynamics of change will be considered. A model incorporating all of these aspects will be proposed.