In classrooms, the correct reception of what the teacher says is a necessary condition for learning, but it is not sufficient to ensure that the content of the message is understood. Notwithstanding this, usually a direct positive correlation between the performance in speech reception and speech comprehension (SC) is assumed. In fact this idea is the ground for the use of speech intelligibility (SI) in the design of learning spaces. In this study the relationship between SC and SI is investigated in three listening conditions, with reference to 330 school-age children, aged 10 to 14 years old, with normal hearing.Participants completed two tasks designed and validated to measure SI and SC, which were presented in three conditions: quiet, students' activity noise and road traffic noise. The tasks were presented to groups of children within their classrooms, via tablet and loudspeakers, within a one-hour session. The order of the tasks was counterbalanced between the participants. For each task, results in quiet were compared to the results in noise, assessing the specific effect of each masker; furthermore the size of the effects was compared across the two tasks to gain insight on their relationship.