This study examines the influence of the physical learning environment on students' performance, as perceived by teachers in elementary schools in the Arab education system in Israel, which function within a reality of exclusion and ongoing discrimination. Studies point to the importance of the design of the physical learning environment and its significant influence on students' functioning in several areas: emotional, cognitive, social, and aesthetic. The physical learning environment has a significant influence, both on the feelings of students and teachers, and on the way students function in various fields. Teachers can influence a variety of components in the school's physical learning environment to promote meaningful learning and create an environment that empowers learning, independent thinking, creativity, and self-learning and encourages personal growth and social involvement. This study is a correlational study administered among 200 Arab teachers from elementary schools. Teachers answered a questionnaire examining the relationship between the physical learning environment and the learner's functioning.. In order to test the hypotheses, we used the SSPS statistical analysis program. The main results indicate that the physical learning environment affects the students' performance in the following areas: emotional, cognitive and emotional. Details of findings relating to teachers' personality variables will be reported in the article. Implications and directions for future research are discussed.

physical learning environment, learning functions, Arab students, teachers