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Background: Teachers work in environments characterized by multiple occupational demands, while anxiety represents an important psychological outcome. However, evidence linking classroom acoustics to psychological outcomes remains limited. This preliminary study provides a descriptive overview of teachers' anxiety and the acoustic characteristics of the school environments in which they work.Methods: Twenty-six teachers from three public schools (preschool, primary, and lower secondary) participated. State and trait anxiety were assessed using the State–Trait Anxiety Inventory Form Y (STAI-Y). Standardized acoustic measurements included Background Noise (NC), Reverberation Time (RT) and Speech Intelligibility (STI). Descriptive statistics and internal consistency analyses were performed.Results: Complete anxiety data were available for 23 teachers. Mean STAI-State and STAI-Trait scores were 42.57 (SD = 9.20) and 42.04 (SD = 8.96), respectively. Descriptive statistics suggested some variability in anxiety levels across schools, while acoustic measurements reflected heterogeneous environmental characteristics. No inferential analyses were performed to examine associations between anxiety and acoustic variables.Conclusions: These preliminary findings show that standardized psychological assessments and objective acoustic evaluations can be conducted in educational settings and provide a basis for larger multidisciplinary studies.