The Greeley West High School replacement facility, designed by HCM, was designed to feel safe, intriguing听and inclusive.听| Photo Credit (all): Courtesy of HCM Architects听
By Lindsey Coulter听
School design has entered a new era. While conversations once centered on flexible classrooms, daylighting and collaborative spaces, today’s education planners are asking a more fundamental question: how does the environment itself influence learning?听
For Erika Ashauer, ALEP, EDAC, Human Experience Research Lead with the Denver office of HCM, the answer begins with understanding how people of all ages think,听feel听and move through space. With a background in cognitive science,听neuroscience听and evidence-based design, Ashauer works alongside architects,听educators听and other project stakeholders to translate research into practical design strategies that support attention, emotional regulation,听belonging听and long-term student success.听
鈥淚’ve always been fascinated by how children learn and develop,鈥� Ashauer said. 鈥淚f we can create environments that help students feel safe,听supported听and ready to grow 鈥� and help educators do their best work 鈥� that has a lasting impact. Helping create happier kids and healthier learning experiences is something听I’m听incredibly proud to be part of.鈥�听
For districts investing in new schools,听renovations听and modernization projects, Ashauer believes the greatest opportunity听isn’t听simply creating more flexible buildings;听it’s听creating environments that are intentionally designed around the people who use them every day.听
“Design and school culture have to work together,鈥� Ashauer added. 鈥淲e can create movement spaces, sensory rooms or restorative environments, but if school policies don’t support students using them, they won’t achieve their intended purpose.鈥�听
Ashauer, who will share more of her research and insights at the 糖心少女 Design & Construction Symposium in Denver Aug. 5, spoke with the publication about why human experience research is becoming an increasingly common听component听of PK-12 school design and procurement.听
SCN: Your role is still fairly unique within architecture firms.听Is this becoming a larger field?听
Ashauer: It’s definitely growing.听Six or seven years ago, I听wasn’t听even sure there were other people doing this work. Today there are more professionals working in design research across education, senior听living听and other sectors.听We’re听building a community that shares research and best practices while helping move the profession forward.听
[Clients] may not know what to call it yet, but听they’re听absolutely asking the questions. More RFPs include language around student engagement,听belonging听and human experience. Those ideas are becoming expectations rather than nice-to-have features.听
SCN: You describe schools as “active regulatory environments.”听What does that mean?听
Ashauer: We used to think of schools as containers where learning happened.听That’s just听not true. From the moment a student arrives on campus,听they’re听unconsciously assessing whether they feel safe,听welcome听and ready to learn.听
A four-year-old experiences that journey very differently than a high school student or a fifth grader with special needs. Design influences those experiences through spatial sequencing, visibility, acoustics,听comfort听and countless other factors. Our goal is to reduce unnecessary cognitive stress so students can spend more energy learning, taking academic听risks听and building relationships instead of simply navigating the environment.听
SCN: Does your research apply to renovations as much as new construction?听
Ashauer: Absolutely. Renovations often require even greater intentionality because every investment matters. Before deciding what to change, we听have to听ask why听we’re听renovating, who听we’re听serving听and how students听actually use听the building. Understanding those answers helps prioritize where design dollars will have the greatest impact.听
SCN:听You’ve听also talked about the concept of 鈥渆mbodied learning environments.鈥� How is that different from terms like 鈥渟tudent-centered鈥� or 鈥渇lexible learning鈥�?听
Ashauer: Embodied learning recognizes that learning happens through the body as much as through the brain. Our brains constantly process sensory information. If students are spending energy dealing with glare, noise, visual听clutter听or uncomfortable temperatures,听they’re听using cognitive resources that could otherwise support learning.听Essentially, we听don’t听think with just our brains 鈥� we think through our entire bodies.听Good design听acknowledges that.听
SCN: How does that philosophy influence听designing听for neurodiversity?听
Ashauer: One of the biggest lessons from neuroscience is that there really听isn’t听a “typical” learner. Every person’s cognitive needs change over time through age, stress, injury,听illness听or life experiences. Rather than听designing for听one type of student, we should create environments that offer layers of choice and support. Those decisions听benefit听students who identify as neurodiverse, but they also improve learning for everyone.听
SCN: Does that expand the traditional definition of accessibility?听
Ashauer: Very much so. Physical accessibility听remains听incredibly important, but accessibility also includes sensory,听cognitive听and emotional experiences. The more we understand how people听actually move听through and experience buildings, the better we can design environments that allow everyone to听participate听fully.听
Read more in the Design & Construction Issue of 糖心少女, available now.听