By Devin Bowman听

Learning outcomes often improve when students engage with topics in multiple ways 鈥� written responses, discussions, a skills test and so forth. Each path works independently and collectively to support learners.听

Similarly, safer school design layers multiple security measures to improve its overall efficacy. Recommended by the Partner Alliance for Safer Schools (PASS), a multidisciplinary organization that develops leading practices for school safety, layered security measures help defend against threats from multiple points on the property. For instance, well-maintained fences can deter and delay external threats. In conjunction, code-compliant corridor and classroom doors can help protect occupants from threats within the building.听

In fact, due to their ubiquity, doors are 鈥渙ne of the most heavily used and critically important鈥� aspects of a layered approach to safer school design, according to PASS. This builds on the Sandy Hook Commission Report that states an active shooter has never breached a locked door. Creating multiple, evidence-backed stops throughout the built environment can be an extremely effective security strategy.听

But the design and use of these barriers can be nuanced. The following offers an introduction to enhancing school security with code-compliant interior doors.听

The Role of Interior Doors in Safer School Design听

The describes interior doors as 鈥渢he final physical barrier between safety and harm.鈥� They are key elements in creating effective shelter-in-place locations.听

As notes, fire doors can also serve as barriers between occupants and violent threats, provided these opening systems are designed appropriately, which includes satisfying code-driven requirements for fire and life safety. Cross-corridor fire doors can include closing and locking mechanisms that can be activated during a security breach 鈥渢o limit an assailant鈥檚 movement,鈥� according to the Sandy Hook Commission Report. Many other doors that contribute to compartmentation strategies can buy time for faculty and students to engage in lockdown protocols and for first responders to arrive.听

Closing and locking hardware play a significant role in the ability of these doors to satisfy both code-driven requirements and best practices for enhanced security. But they are not the only considerations.

Fire-rated corridor and compartmentation doors can, and often do, include vision panels, sidelights and transoms. These glazing components provide open sightlines for visual connection and more robust monitoring, minimizing areas where students can be isolated. However, glazing components can be seen as weak points if not properly specified.听

How to Combine Security- and Fire-Rated Components听

Whether an interior fire door incorporates small lites of fire-rated glass, is a full-lite fire door with large glazing sidelites and transoms or lands somewhere between, all the glazing components, like the rest of the door, will need to achieve a fire rating that meets the baseline requirements for fire doors. These ratings can vary between 20 and 90 minutes, depending on project specifics.听

When these doors are also intended to contribute to enhanced school security, it is crucial that the entire system is designed so one form of protection is not compromised for the other.

Many security-rated glazing components, including aftermarket films, are plastic-based and can burn quickly and intensely. If they were to ignite, they may reduce the capacity for fire-rated components to protect occupants.听

To sideline this concern, project teams can look to multifunctional, fire-rated doors that either incorporate compatible parts or are tested as a system to both fire rating and security rating standards. Doing so will help ensure that doors 鈥渇unction consistently in all scenarios 鈥� not just one,鈥� to quote PASS.听

A Proven Solution at an Oregon Elementary School听

An Oregon elementary school offers key insights into the use of multifunctional, fire-rated glazing in safer school design. A secure entry vestibule was one of several components of the school鈥檚 comprehensive safer school design strategy.听

Like cross-corridor and classroom doors intended for enhanced security, the openings to this secure entry vestibule balance multiple performance capabilities. By incorporating full-lite glass doors and wall panels, the vestibule allows front desk staff to visually assess visitors and monitor the main hallway for interior threats, both of which contribute to a safer school environment.听

These glazing assemblies do more than improve visibility. They maintain code compliance with fire-resistance ratings according to UL Solutions and ASTM International standards. They also offer resistance to forced-entry attack, providing a crucial time barrier between violent threats and occupants within the school. Because these systems use compatible components, the doors and wall panels offer defense against multiple emergency scenarios simultaneously.听

The glazing within this secure entry vestibule supports several facets of safer school design without compromising code-driven requirements for fire and life safety 鈥� both central concerns to enhanced security best practices.听

Key Takeaway: Doors are Complete Systems听

When looking at how doors support enhanced security, it is important that project stakeholders understand doors are more than a slab of wood or metal. They are complex systems that include frames, closers, latching mechanisms, hinges, glazing, locking hardware and much more. For fire doors, modifying any single part can create unintended risks and may void fire ratings.听

Evaluating and enhancing doors holistically helps ensure they can perform as intended during multiple emergency situations. This holistic approach often benefits from collaboration between designers, end users and proven manufacturers.听

Devin Bowman is General Manager of Technical Glass Products (TGP) and AD Systems.听

This article was originally published in the .听

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By Michelle Smyth, AIA, ALEP, LEED AP, NCARB听

A high school nursing lab built in 2011 may bear little resemblance to the hospital environment students will enter today. That widening gap between classroom training and workplace reality is driving a wave of investment in career and technical education (CTE) as districts work to prepare students for industries struggling to find qualified workers.听

The demand is significant. Allied health careers alone 鈥� spanning occupations from medical assistants to veterinarians 鈥� are expected to see 1.9 million job openings every year through 2034, with construction, advanced manufacturing and IT facing similar pressures.听

Schools are investing millions of dollars in CTE to help close those workforce gaps and strengthen local economies. The challenge isn鈥檛 whether to invest; it鈥檚 determining where those investments will have the greatest impact and ensuring today鈥檚 programs, partnerships and facilities can remain relevant as workforce needs change.听

Shaping Programs听

The best CTE programs begin with the local labor market鈥檚 needs, not a floor plan.听

Direct and continuous engagement with local employers, through business luncheons, advisory councils and one-on-one interviews, should inform which courses a district offers and at what scale. Industry partnerships distinguish durable workforce demand from a temporary interest, while student demand remains essential for enrollment and long-term program health. A program built around one employer鈥檚 current opening or a trending industry risks losing relevance once that trend fades. The strongest programs are grounded in workforce patterns with staying power, not short-term trends.听

Partnering with community and technical colleges can turn isolated high school coursework into a clear pathway toward postsecondary credentials and employment. Avoiding duplication of programs a nearby district or college already offers matters just as much. Taxpayers deserve programs built around unmet needs, not redundant capacity.听

A comprehensive advisory process brings employers, educators and facility planners to the table early to answer key questions that should precede every programming decision: What skills does this community actually need workers to have? And how can facilities be designed to adapt to future needs?听

Those same local business relationships do more than validate course content; they shape how it gets built and equipped. Business partners can contribute equipment and funding, co-develop curriculum, provide instructors or mentors, and create apprenticeships and dual-credit pathways of their own. These partnerships can also strengthen a program鈥檚 case for bond support and grants by demonstrating clear employer demand and investment in its success.听

Design Facilities as Workplace Simulators听

In CTE, innovation should be measured by authenticity rather than novelty. A genuinely innovative facility mirrors the conditions students will encounter on the job 鈥� from equipment and technology to workflow, safety protocols and even how teams move through a space.听

This means labs are built for hands-on learning rather than classroom lectures. They鈥檙e not generic flex labs, but specialized spaces for healthcare, AI, advanced manufacturing, IT and cybersecurity. Visible, transparent workspaces create an environment that feels less like a traditional classroom and more like the professional settings students are preparing to enter.听

Achieving that authenticity starts with decisions made long before a ribbon-cutting. Because equipment decisions are facility decisions, product and equipment vendors need a seat at the planning table alongside educators and architects. The machinery, software and safety systems a supplier can provide can dictate what a lab can realistically teach, and their early involvement avoids costly retrofits later.听

The building itself can teach, too. Designers can selectively expose and label mechanical, electrical and structural systems so construction, engineering and trades students can study the building they occupy. A glass wall into the mechanical room turns a lecture point into something tangible. A dashboard displaying the building鈥檚 energy or water use turns facilities data into a live sustainability case study. Done well, the facility becomes a full-scale teaching tool for the trades students are training for.听

Authenticity brings real design consequences. A lab that functions like a fabrication shop, hospital floor or data center also inherits workplace safety and technology requirements. Safety must be embedded through clear zoning, proper ventilation, machine guarding, supervising sightlines and emergency shutoffs 鈥� not added after equipment is selected.听

Technology planning must account for equipment not yet specified. This requires electrical capacity with room to grow, robust wired and wireless connectivity and secure network segmentation. Facilities, IT and instructional staff need a seat at the same table during design, not a handoff after the fact.听

Design Flexibility听

A CTE facility designed too tightly around today鈥檚 industry needs can become obsolete long before the building reaches the end of its useful life. Some of the careers a facility will need to prepare students for in 10 to 25 years don鈥檛 exist yet, which makes the challenge even harder. Project teams should design spaces that can flex to accommodate industries the district hasn鈥檛 planned for, not just the ones on today鈥檚 roadmap.听

Infrastructure should adapt as programs, equipment and technologies change. Convertible labs, reconfigurable power and data systems and adaptive reuse can give districts room to evolve without requiring major renovations each time workforce needs shift.听

For architects and contractors, that translates into modular casework, movable partitions and accessible chases for power and data that facilities teams can reconfigure without a full renovation.听

Take a district that built a CTE wing in its high school around a bank of convertible labs. The spaces were designed with shared power, data and ventilation infrastructure rather than systems tied to a single program. One lab opened as a computer-aided drafting and engineering-design studio, but a decade later, student interest and regional workforce needs shifted toward healthcare. The district now wants to convert the space into a health-science simulation lab. Because the room was never hardwired to one curriculum, the conversion requires new casework and equipment rather than a structural renovation.听

Some specialization is unavoidable and often desirable, particularly when authentic training requires industry-specific equipment, ventilation, utilities or safety systems. But hardwiring every room to one piece of equipment or curriculum creates unnecessary risk. Planners should consider which parts of the building will be expensive or difficult to change.听

Build for Today鈥檚 Workforce and Tomorrow鈥檚 Unknowns听

No district can predict what its labor market will need 10 or 20 years from now, and trying to design around a perfect forecast is the wrong goal. The stronger strategy is to create CTE programs that stay closely connected to employers, and facilities that can absorb change without sacrificing the authenticity students need today.听

The best CTE environments aren鈥檛 the ones designed to become anything. They are the ones designed with enough specificity to prepare students for real work today and enough adaptability to add new programs as technology paves the way for new careers or additional workforce needs arise.听

Michelle Smyth, AIA, ALEP, LEED AP, NCARB, is a K-12 Practice Leader at McMillan Pazdan Smith and a member of the 糖心少女 Editorial Advisory Board.听

This article was originally published in the .

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Recently, the threat group ShinyHunters breached Instructure, the company behind Canvas, stealing student records affecting institutions nationwide. The financially motivated group, previously linked to breaches at Ticketmaster, Santander Bank and AT&T, typically compromises credentials or session tokens to access systems and steal data. Early indicators in the Canvas case point to abuse of a third-party integration, an often-overlooked vulnerability in learning management systems.

Canvas does not exist in isolation. Most districts connect Canvas to student information systems, single sign-on providers and instructional tools. Each connection creates a potential entry point if credentials are compromised or access is misconfigured. These integrations are often configured once and rarely reviewed, leaving cloud-hosted education platforms vulnerable.

The Student Data-Specific Problem

Unlike credit card data, stolen student records cannot simply be canceled and reissued. They contain birthdates, addresses, parent contact information, disability and accommodation records, disciplinary history and sometimes Social Security numbers. A student whose record is stolen at 12 may not encounter the consequences until applying for a car loan at 22.

The breach of Canvas is particularly damaging in the education context because of what听the听Family Educational Rights and Privacy Act听(FERPA)听does and does not require. FERPA prohibits unauthorized disclosure of student records and gives parents and eligible students the right to be notified when records are shared without consent. But the law was written long before cloud-hosted platforms existed. It has no mandatory听breach听notification deadline and sets no听minimum-security听standard for how institutions must protect student data. Following a breach, districts must determine what was accessed and what to disclose, often without prior experience navigating either challenge.

Why Commercial Solutions Miss the Mark听

Cybersecurity breach-response playbooks largely target financial services and healthcare, where PCI-DSS and HIPAA have established incident response procedures. Education lacks an equivalent framework, and commercial vendors often cater to enterprises with legal teams, PR departments and existing retainers. A rural district with 3,000 students, one IT administrator and no dedicated security staff lacks those resources.

The other gap is logging. Most districts have no centralized record of what their Canvas instance is doing. Canvas does maintain audit logs of user activity, data exports, and API calls, but many districts are not collecting those logs anywhere outside the platform. When a breach occurs and a forensic team asks which student records were accessed and over what timeframe, the honest answer for most districts is that they don鈥檛 know and may never know because the logs no longer exist.

What to Do Now

The time to answer the听hard questions听is before the phone call comes, not after.听Here鈥檚听where听to focus:

• Know your data map. Document what student data is stored in Canvas. Some districts store minimal information, while others connect Canvas to their student information systems, putting full student records within reach. Without knowing what data Canvas holds, you cannot tell families what was exposed.
• Check your integration inventory. Inventory every third-party tool connected to Canvas, including learning tools interoperability (LTI) tools, single sign-on (SSO) providers and student information system (SIS) data syncs. Review each integration’s permissions, access history and activity logs. Stale or over-permissioned integrations allow attackers to move between systems without triggering obvious alerts.
• Get your logs off the platform.听 Canvas activity logs stored only within the platform create a single point of failure for incident evidence. Work with IT staff or a managed security provider to export and retain at least 12 months of login events, data export records and application programming interface (API) activity in a separate system.
• Fix your vendor contract language.Your data processing agreement with Instructure and any learning management system (LMS) you evaluate in the听future听should clearly state what student data the vendor stores, where it鈥檚听stored, how long it鈥檚听retained, and how quickly they鈥檒l听notify you in the event of a breach. Some vendor agreements use 30-day notification windows buried in boilerplate language.听That鈥檚听not acceptable when you have an obligation to families. Push for 48 to听72 hours.
• Run a tabletop听exercise听before you need it. A 90-minute breach-response exercise with your superintendent, IT lead, legal counsel and communications staff can expose gaps in communication plans, notification triggers and internal escalation procedures before an actual incident.

Guidance for Parents

If your child’s school has notified you of involvement in the Canvas breach, request a child identity protection freeze through Equifax, Experian and TransUnion. Because minors typically have no credit file, identity fraud can go undetected for years. A free credit freeze prevents new credit files from being opened in their name.

Keep your district’s breach notification letter as documentation if fraud surfaces later. Enroll in any identity monitoring services offered by your district or state, and set a reminder to check your child’s credit file when they turn 18. That first check may prove more valuable than short-term monitoring.

Procurement Guidance for Future Evaluations

School districts evaluating any student-facing platform should require vendors to provide a data processing agreement before signing. It should define what student data is stored, where, and for how long. It should address sub-processor relationships听(the other vendors the LMS relies on), and it should include a breach notification timeline measured in hours, not weeks. Vendors who听can鈥檛听produce a current SOC2听Type II report or a recent penetration test summary on request should be treated as a procurement risk.听And听a SOC2 report doesn鈥檛听necessarily mean their security posture is听good;听it means听they鈥檙e听doing what they say听they鈥檙e听doing,听and an independent firm has verified it.听You need to read the SOC2 report and understand what security controls are in place.

Justin Fimlaid is CEO and Founder of nuHarbor.

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By Tony Abate听

Climate change is no longer just a lesson plan in schools. It is heating our classrooms and endangering the health and wellness of teachers, staff and students.听

For years, we’ve talked about preparing the next generation for a changing climate. But it鈥檚 time 鈥� now 鈥� to start thinking about how to make our school buildings more resilient to the threat. We have high-tech solutions. It鈥檚 time to implement them.听

School districts are facing a problem that can no longer be dismissed. Extreme heat, an increasing number of wildfires and aging school infrastructure are converging, and too many schools aren’t equipped for these challenges.听

The consequences are real and dangerous.听The that nearly one in five school districts canceled classes during the 2024鈥�25 school year because of facility problems. Among the problems: extreme classroom temperatures, with one school reportedly reaching 110 degrees.听

A classroom shouldn’t become an unbearable oven before we decide to invest in and install effective air conditioning (HVAC) technologies.听Yet that is essentially what we’re allowing to happen in too many places.听

When Outdoor Threats Become Indoor Problems听

Many school buildings were built decades ago, when extreme heat was less frequent and wildfire smoke was a rarity.听Some lack adequate cooling. Others have aging HVAC systems that struggle to maintain comfortable temperatures. And even buildings with air conditioning may not be prepared for increasingly poor outdoor air quality.听

This last point is especially important. The traditional advice to “open the windows and get some fresh air” suddenly becomes terrible advice when a community is threatened by wildfires. The air outside is filled with contaminants and dangerous to breathe.听

Schools need to know what is happening inside their buildings 鈥� and they need to know before conditions become dangerous and threatening听听

That means taking indoor air quality seriously, and not an afterthought. It means adding high-tech real-time air quality monitoring and ventilation technologies that deter airborne pollutants. It means making sure HVAC systems can handle the conditions they are increasingly being asked to handle. And it means having a plan for extreme heat and wildfire smoke before the emergency arrives. It’s about making school buildings more resilient and keeping those inside safer.听

Bridging the School Infrastructure Gap听

Equally as important, all school systems should appoint an indoor air quality (IAQ) manager who can use real time data and make necessary adjustments to building operations to optimize IAQ. This is a critical function, as oftentimes action taking may fall into gaps between different responsibilities.听听

Teachers can鈥檛 teach and students cannot learn effectively if they’re sitting in classrooms that are excessively hot. And school administrators shouldn’t have to scramble to decide whether to close a building when the temperature or air quality becomes unacceptable.听

Then there鈥檚 another reality: Not every school district has the same funding and resources to address these issues.听Some districts can afford modern HVAC systems, upgraded filtration and sophisticated monitoring. Others are dealing with buildings that desperately need basic repairs.听

We routinely debate whether schools have the latest technology for students. We should also be asking whether the buildings themselves have the basic infrastructure needed for students to safely learn.听

We don’t need to rebuild every school tomorrow. But we do need to stop treating climate-related disruptions as isolated emergencies.听

Planning Today for Tomorrow鈥檚 Climate Challenges听

School districts should be assessing their buildings now: Which schools lack adequate cooling? Which HVAC systems are outdated? Where are filtration and ventilation inadequate? What happens when wildfire smoke arrives? Do administrators have real-time information about conditions inside the building?听

Those questions should be part of school planning and capital budgets 鈥� not emergency meetings after temperatures hit 100 degrees.听

Climate change isn’t waiting for school districts and boards to catch up. Neither should we.听

Tony Abate is Vice President and Chief Technology Officer at AtmosAir Solutions and a member of the American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE) Standards Committee that helped craft ASHRAE Standard 241, which sets requirements for the control of infectious aerosols in buildings.听

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By Chad Kennedy

Part I of this series explored the important role inclusive playgrounds play in supporting childhood development and extending learning beyond the classroom. Unlike conventional playgrounds, which often emphasize physical activity, inclusive play spaces incorporate sensory-friendly features, flexible play opportunities and nature-based elements that encourage social interaction, creativity, emotional regulation and engagement among children of all abilities.

While these environments offer significant educational and developmental benefits, barriers related to funding, maintenance and traditional perceptions of play continue to limit their adoption.

Despite the overwhelming benefits of inclusive playgrounds, several challenges prevent widespread schoolyard adoption. Part II examines these challenges and outlines practical strategies for schools seeking to create more inclusive outdoor learning environments.

The Misconception that Playgrounds Are Not Educational

Many school administrators and policymakers still understandably perceive playgrounds as spaces for unstructured activity rather than integral learning components. This belief leads to underinvestment in outdoor play areas.

While attending the 2025 National Conference on Play at Indiana State University, I heard countless educators express that they are not included in the design process of the playgrounds that they are expected to utilize. Similarly, on a recent call with a large school district in the South, a Facility Manager told me that several families of students with disabilities were dissatisfied with a recent playground installation project that didn鈥檛 include them and were very vocal about its lack of inclusive features, resulting in the need for experts to get involved post-construction.

School facility and management teams can embrace the research supporting play-based learning that their own education staff and experts in the field are familiar with and include their students and families in the process.

This does mean that the planning of projects might take a little more time and effort, but it provides real-world input from students and families on their developing problem-solving skills, creativity, and social resilience. This process can shift perspectives and create positive progress. Also, if education teams can demonstrate and present the positive impact of outdoor learning spaces on student engagement and mental well-being to decision makers, they can help integrate playgrounds into school planning discussions.

Lack of Funding and Maintenance Concerns

Budget constraints often prevent schools from prioritizing inclusive outdoor spaces. Administrators may see these projects as expensive, and ongoing maintenance can be a deterrent. Many facility managers also prefer to have all playgrounds throughout their districts match, requiring less pieces to be held on hand for repairs.

Cost-effective strategies such as using modular play elements, leveraging community partnerships and incorporating green infrastructure can make inclusive playgrounds more feasible. Schools can collaborate with local businesses, nonprofits and parent advocacy groups to secure funding. Additionally, thoughtful design incorporating natural elements 鈥� such as shade trees and sensory gardens 鈥� can reduce long-term maintenance costs compared to traditional asphalt and plastic play structures.

Educators also need to work together with facility teams to recognize that not all children are the same, and not every school or neighborhood has the same needs.听 There needs to be some diversity in play spaces in order to match the diversity in the school鈥檚 demographics.

The One-Size-Fits-All Approach to Playground Design

Many school playgrounds are designed without considering students鈥� diverse needs. As a result, children who require different forms of play, particularly those with disabilities and sensory sensitivities, are often left out.

Schools can embrace varied play experiences, incorporating tactile pathways, adjustable height equipment, and quiet zones. Providing multiple types of play 鈥� such as active play areas, nature exploration and sensory-based spaces 鈥� ensures that all children can engage meaningfully in a way that matches the way they play.

A few years ago, a misguided educator told me that they only wanted active play features for their playground because they don鈥檛 allow children to be idle during recess. They wanted the children to work out their wiggles. What she failed to recognize is that for some children, the exertion of that energy during recess only works them up to an imbalanced state, when what they really needed was a break from all the social noise and chaos around them. Those children need smaller quite spaces and exploratory play that engages them in a different way. Diversity in the play environment will help meet the various needs of the children.

Resistance to Change

Institutional inertia often slows progress in adopting inclusive design. Decision-makers may resist altering existing playgrounds due to political concerns or a lack of awareness.

There are great project and curriculum examples all over the U.S. that teams can highlight to build support for broader implementation. Additionally, the flexibility of school-managed playgrounds allows for gradual improvements and iterative design based on ongoing observation and feedback from students and educators.

The Urgency of Inclusive Playgrounds

The need for inclusive playgrounds has never been more pressing. The push for justice in education continues to gain traction, and parents are increasingly aware that they have choices in their children鈥檚 educational environments. Inclusive playgrounds directly respond to the need for greater accessibility and inclusivity in schools, ensuring that all children can learn and thrive together.

Furthermore, playground design should consider children鈥檚 evolving experiences. What engages a kindergartener will differ from what excites a sixth grader, emphasizing the need for layered, exploratory spaces that allow children to engage at different levels as they grow. Observing and refining their outdoor spaces will help them remain relevant, engaging and beneficial.

The lingering impact of COVID-19 also underscores the importance of trauma-informed design. Many children continue to experience anxiety and social disengagement because of the pandemic. Inclusive playgrounds can serve as spaces for re-establishing trust, fostering positive interactions, and supporting emotional resilience. Thoughtful design elements 鈥� such as observation points where children can feel safe while gradually engaging with peers 鈥� help ease social reintegration.

The future of education can extend beyond the confines of traditional classrooms. Inclusive playgrounds offer more than recreation; they are dynamic learning environments that support cognitive, social and emotional development. Schools that prioritize these spaces will foster deeper engagement, encourage positive socialization and promote student well-being. By integrating inclusive play into the educational framework and even into curriculum schools can create spaces where all children can explore, play and learn 鈥� on their terms, in a way that suits their unique needs.

Chad Kennedy, FASLA, CPSI, is a Director, Landscape Architecture with Westwood.

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By Lindsey Coulter

For decades, school design has followed a familiar formula: self-contained classrooms lined along corridors. While educational practices have evolved dramatically, many school buildings continue to reflect this decades-old model.

Architecture, planning and engineering firm SHP set out to challenge that convention with Peck Expeditionary Learning School in Greensboro, N.C. The project, completed for Guilford County Schools, was designed specifically to support the Expeditionary Learning (EL) educational model, requiring SHP to rethink nearly every assumption about how a school should function.

Education Philosophy Drives Design

Introduced in 1995, Expeditionary Learning (EL) is an educational philosophy that reimagines learning as an active, inquiry-driven and collaborative process. EL emphasizes real-world problem solving and interdisciplinary projects that encourage students to investigate, collaborate, reflect and present their work. That dynamic approach presented SHP with a unique design challenge.

鈥淓xpeditionary Learning inverts almost every default architectural assumption,鈥� said David Powell, Principal and Partner at SHP. 鈥淭he building had to become an active participant in learning and not just a passive container. You need transparency, reconfigurability and interconnected spaces that support project work.鈥�

The first step was abandoning the traditional classroom concept. SHP instead designed the 142,000-square-foot, $78.7 million school as a series of learning neighborhoods organized around an Expeditionary Learning Commons. Flexible learning studios surround these commons and connect through extensive interior glazing, operable garage doors and movable partitions. Teachers can easily combine spaces, separate groups or allow multiple classes to work together. Students remain visually connected to one another, reinforcing collaboration as a shared experience rather than an isolated classroom activity.

Designing Behavior, Not Just Buildings

The EL philosophy also complements SHP鈥檚 approach to educational planning, as the firm鈥檚 goal is to create environments that naturally encourage the behaviors educators hope to foster.

鈥淎 building supports pedagogy when the architecture makes the desired behavior the path of least resistance,鈥� Powell said. 鈥淲hen collaborating, moving outdoors, working in small groups, presenting to an audience and even learning from failure become easier than fighting the building itself, then the architecture is doing its job.鈥�

For example, instead of keeping students static and seated, the building encourages movement between collaborative spaces, presentation areas, quiet work zones and outdoor learning environments.

Multiple scales of space allow students to work independently, gather in small groups or engage larger learning communities without encountering physical barriers. The result is an environment that quietly reinforces instructional goals through architecture rather than relying solely on operational policies.

Solving for Openness Without Sacrificing Performance

Creating interconnected learning environments naturally raises noise concerns. Traditional acoustic guidelines were largely developed for enclosed classrooms with fixed walls and don鈥檛 really account for flexible EL learning environments.

鈥淏ut just as architects know how to control daylight through thoughtful placement of windows, we can control sound through careful planning, strategic adjacencies and thoughtful partition configurations,鈥� Powell explained.

Learning neighborhoods were carefully organized so that collaborative energy could coexist with focused instruction. Strategic placement of spaces, combined with movable partitions and intentional spatial relationships, allows activity to occur without creating the chaotic environment often associated with large open spaces.

Architecture That Supports Belonging

Beyond flexibility and collaboration, SHP also prioritized social-emotional learning, understanding that architecture can play a meaningful role in helping students feel connected, supported and valued 鈥� particularly in communities where educational investment has historically lagged.

Located within Greensboro鈥檚 Glenwood neighborhood, Peck Expeditionary Learning serves one of North Carolina鈥檚 most economically challenged communities, where the previous school building was constructed in 1929. For SHP, providing an innovative learning environment became a matter of educational equity.

鈥淚 love working with clients who believe every student deserves an exceptional learning environment,鈥� Powell said.鈥淲hen a district is brave enough to move beyond traditional educational models, architecture can help create social and emotional connections that simply aren鈥檛 possible inside isolated classroom boxes.鈥�

Throughout Peck, visual openness helps students remain connected to teachers and peers, while varied learning environments allow them to find spaces that support their individual learning styles. Those seemingly small design decisions can have a big impact.

鈥淜ids learn better when they鈥檙e not in a container,鈥� Powell said. 鈥淲hen you take away those rigid boundaries and provide different kinds of learning spaces, students find the place where they learn best.鈥�

Learning From the Building After Occupancy

Unlike projects that conclude when students move in, SHP views Peck as an ongoing learning opportunity. The firm is conducting a comprehensive post-occupancy evaluation that includes interviews, surveys and building observations to better understand how students and educators are using the space.

鈥淲e didn鈥檛 want year one to simply be a feeling that the building worked,鈥� Powell said. 鈥淲e wanted it to become an actionable report that helps us improve future projects and gives the next district confidence to be brave enough to rethink what a school can be.鈥�

One of Powell鈥檚 favorite indicators of success wasn鈥檛 captured in a survey but during the school鈥檚 opening, when a young student climbed into one of the building鈥檚 circular windows, settled into the space and silently offered two enthusiastic thumbs-up.

Similarly, the school鈥檚 central courtyard, created between two building wings, has become one of the building鈥檚 most popular destinations.

鈥淭he building鈥檚 arms are wrapped around the students,鈥� Powell said. 鈥淔or children who don鈥檛 always feel safe once they leave campus, they鈥檝e discovered an outdoor place where they feel protected and connected. Watching them choose to spend time there has been one of the most rewarding parts of the project.鈥�

The SHP Approach and Difference

For SHP, the design process begins well before a floor plan takes shape. The firm鈥檚 work is rooted in listening, believing that transformational spaces are created only by taking into account the lived experiences of the people who inhabit them. Before a single line is drawn, the firm鈥檚 designers make a point of engaging with the educators, students and community members who will be using the space every day. This process is implemented into every educational project the firm undertakes; it actually earned SHP the James D. MacConnell Award in 2023.

That process is especially important for districts exploring more flexible, student-centered models of learning. Peck, for instance, was built around a pedagogy that prioritizes flexibility, student agency and belonging. Rather than layering those ideas into a conventional template, the firm identified ways to make that pedagogy visible and practical throughout the building: smaller learning communities, varied settings for collaboration and independence, and a strong relationship between the building and its external community. The result is a school that was designed to be contextually sensitive to its community, and shaped by and for the community.

This article was sponsored by SHP originally published in the . To learn more, visit .

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By VS America听

Today鈥檚 libraries, media centers and learning commons support research, instruction, collaboration, creation, reflection and connection 鈥� often within the same shared space.听

That means the physical environment has to do more, too. A successful library should support multiple ways of learning at once while remaining adaptable, welcoming and easy to navigate.听

Here are seven important considerations when designing libraries for how learning happens today.听

1. Make Information Easy to Access

Learners must be able to move freely, find resources easily and engage independently. Open shelving, clear pathways and intuitive layouts make information visible and accessible, removing barriers to learning.

Resources are integrated throughout the space, supporting both structured instruction and spontaneous discovery. Mobile storage and flexible shelving allow materials to shift with learning, keeping resources within reach as needs change throughout the day.

2. Create Space for Learning Together

People gather to discuss ideas, solve problems and build understanding together. Flexible tables, mobile seating and shared surfaces support conversation and movement, allowing multiple groups to work at once without disruption.听

As the heartbeat of the learning community, libraries support collaboration and communication. This means deliberately designing spaces where people can engage with one another, exchange ideas and learn through shared experience.听

3. Support Creation, Not Just Consumption

Today鈥檚 learners don鈥檛 just access information, they create it.听

Libraries encourage hands-on learning, from STEM exploration to prototyping and design. These environments must allow for experimentation, movement and iteration without becoming restrictive.听

When the environment supports making, the library becomes a place where ideas can move from research and discussion into something tangible.听

4. Integrate Digital Learning Naturally

Students move fluidly between physical and digital resources, often working quickly and independently. Whether it鈥檚 charging a device over lunch or taking a deep dive into database research, spaces that support short-duration work, device use and media interaction are essential.听

Access to technology, power and flexible work surfaces allows students to research, produce and interact with information in ways that reflect how learning happens today.听

5. Make Room for Quiet Study and Reflection

Reading, research and reflection often require settings that support concentration and reduce interruptions. These spaces must feel calm, comfortable and separate, while still connected to the larger environment.听

Thoughtful layouts, softened acoustics and intentional zoning help create environments where people can focus without distraction and engage in deeper thinking.听

6. Design for Choice, Comfort and Inclusion

Everyone learns in different ways, at different paces and with different needs. Providing a range of spaces, with seating and tables that adjust to accommodate everybody and can be easily rearranged to create clear, open pathways for movement allows each learner to find a place that works for them.

7. Plan for Community

From daily use to larger gatherings, these spaces support a wide range of activities, serving individuals, groups and the broader community. They must adapt easily between focused work, informal interaction and shared experiences.听

Open layouts and flexible furniture allow spaces to shift throughout the day, supporting both individual use and group engagement. Areas can accommodate presentations, collaborative work or community events without requiring permanent changes to the space.听

At VS, we design furniture that helps libraries create purposeful spaces, where each area supports a different way of learning.听

This article was sponsored by VS America, Inc., a manufacturer of educational furniture for K-12 schools, colleges and libraries. Focused on best practices for educational facilities worldwide, VS develops adaptable, ergonomic and sustainable furniture solutions which allow for the creation of agile learning environments. For more information, visit .听

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By Chad Kennedy

Playgrounds have long been considered spaces for recreation, a place for children to expend energy between structured lessons. Yet, for all children, but in particular those with disabilities and sensory sensitivities, they represent something much more profound 鈥� an environment where social, cognitive and emotional development unfolds through play. Despite the potential benefits playgrounds have for childhood development, many decisionmakers still understandably perceive playgrounds as secondary to traditional classroom learning. This perspective, however, overlooks critical contributions that inclusive playgrounds can offer in childhood education and overall well-being.

Inclusive playgrounds are intentionally designed to include all children in play, providing diverse opportunities for exploration and learning in a safe, engaging environment. They help students develop social interaction skill sets, manage sensory input experiences and build emotional resilience 鈥� all essential to their educational success. As awareness of justice and sustainability in education grows, schools can aim to recognize and embrace these outdoor spaces as vital extensions of the learning environment.

To truly understand the significance of inclusive playgrounds, we must first examine the deep connection between play and learning 鈥� an essential relationship that extends far beyond the classroom walls.

The Educational Value of Playgrounds

Play is a fundamental part of childhood development. Through play, children learn to interact with the world, navigate social dynamics, and process sensory input. These skills cannot be mastered at a desk alone. Play spaces are critical for learning self-regulation and developing social skills in a low-pressure environment. Children with disabilities benefit greatly as they learn and practice these skills alongside their peers.

In an inclusive playground, students learn problem-solving, teamwork and conflict resolution in real-time. Sensory-friendly elements allow children to explore different inputs, helping them understand and manage their own personal sensory thresholds. Teachers can leverage playground time to extend their curriculum, using outdoor environments to teach concepts such as spatial awareness, cooperation and even science and physics through nature-based play elements like water tables, loose play parts and gardens.

Additionally, outdoor spaces provide sensory input that reinforces classroom lessons. Whether it鈥檚 a playground near a library that integrates story time into play or an outdoor stage for interactive learning, these spaces create experiential learning opportunities beyond scholastic exercises. Well-designed playgrounds immerse students in play-based, non-prescribed learning by recognizing that children have differing learning styles and diverse engagement methods.

While the benefits of play-based learning are clear, not all playgrounds are created equal. Traditional playgrounds often fall short of providing meaningful engagement for all children, which raises an important question: What makes a playground genuinely inclusive?

The Difference Between Conventional and Inclusive Playgrounds

Most traditional playgrounds focus on gross motor skills (running, climbing and jumping), often offering limited options for those with sensory sensitivities or mobility challenges. Conventional spaces regularly lack the flexibility to engage children with varying needs, creating unintentional barriers to play. The one-size-fits-all approach 鈥� installing standard slides, swings and jungle gyms 鈥� excludes large numbers of children with differing abilities.

On the other hand, inclusive playgrounds prioritize diversity in play by incorporating features that support all children regardless of ability. Thoughtful design choices, such as cozy retreat spaces, allow children to self-regulate when overwhelmed. These spaces provide a vantage point where children can observe the playground and engage, on their terms. Without them, children who experience sensory overload often withdraw to unsafe locations, such as under jungle gyms, behind structures or even outside the play space where they might be injured or get lost.

Loose-parts play 鈥� incorporating blocks, sticks, balls, natural plant parts and other movable components 鈥� supports creativity and sensory exploration, avoiding static features and encouraging dynamic play environments. Water and sand play areas allow children to manipulate materials and learn cause-and-effect relationships while engaging their senses. Meanwhile, incorporating nature-based/green landscape features instead of blacktop reduces heat and enhances the connection to nature, making the playground more inviting.

Schools also have advantages over public parks when implementing inclusive play spaces. Unlike public parks, schools are managed environments with constant oversight, allowing for the integration of docents/teachers/assistants who can monitor play. PTAs and school organizations serve as built-in support systems that can advocate for funding and facilitate long-term playground maintenance. Oversight also opens up the use of a wider range of loose play items that can be used more frequently and maintained in functioning order. With larger play spaces than many public parks, schools have room to design playgrounds that offer multiple experiences, from physical challenges to sensory engagement, to passive play.

Despite clear advantages of inclusive playgrounds, their adoption into school systems remains uneven. Several challenges 鈥� from funding limitations and maintenance preferences to outdated perceptions of play 鈥� hinder their widespread implementation. Part II of this article will explore some of those challenges, and outline effective strategies for successful adoption of inclusive playgrounds.

Chad Kennedy, FASLA, CPSI, is a Director, Landscape Architecture with Westwood.

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By Frank Andr茅, AIA, LEED AP

In recent decades, professional sports development has shifted toward transforming underutilized land around stadiums into mixed-use entertainment districts. Projects like Ballpark Village in St. Louis and the Half Street Corridor in Washington illustrate how these developments extend the fan experience beyond game day while creating connected, year-round neighborhoods. By integrating retail, hospitality, residential and event programming, they generate sustained revenue and strengthen ties to the surrounding urban fabric.

Universities, on the other hand, have traditionally relied on more limited revenue streams: ticket sales, concessions, sponsorships and media rights concentrated around game day. With the introduction of Name, Image and Likeness (NIL) rules, which now direct a share of revenue to athletes, institutions face increasing pressure to diversify income. In response, many are turning to their own athletic districts, adapting strategies pioneered in professional sports development.

The Possibilities in Public-Private Partnerships

A key lesson lies in deal structure. Public universities often control significant land holdings around stadiums and benefit from large, loyal fan bases. However, they typically lack both the capital and the specialized development expertise to fully realize these assets. Through public-private partnerships (P3), institutions partner with developers that are experienced in entertainment retail, hospitality, housing and event venues. These P3 models allow universities to leverage long-term ground leases and brand value while shifting development risk and capital investment to private partners.

Purposeful Programming

While university-anchored districts share core principles with their professional counterparts, critical differences in governance, funding, and campus context ultimately shape how these environments are designed and programmed.

Designing successful university-anchored sports districts begins with a careful balance of programming. Unlike professional baseball, where teams host more than 80 home games a season, college football programs typically play just six or seven home games. The result is fewer peak moments and less consistent spillover into surrounding neighborhoods. These districts must therefore operate as destinations in their own right; active year-round, not just on game day.

Flexibility is key. Restaurants, for example, often carry subtle university branding but must stand on their own with distinctive concepts that appeal to both fans and locals. Outdoor spaces are equally adaptable: a central plaza might function as a casual recreation space or outdoor dining during the week but transform into a concert venue or event hub on game days and beyond. Residential and hospitality components also take on a unique role, with premium units oriented toward stadium views and VIP game-day access. Condominiums designed for dedicated fans and super-boosters can generate significant upfront capital, while also extending dwell time and deepening engagement with the district.

These dynamics are amplified at major programs, particularly among the Power Four conferences, where football crowds can exceed 100,000 attendees. The scale of these fan bases reinforces the need for environments that can expand and contract seamlessly, accommodating surges in activity while remaining vibrant at smaller scales.

Sponsorship and branding strategies also diverge from the professional model. While large-scale signage and digital media are central to revenue generation in pro sports districts, universities often take a more restrained approach. Instead, activation is driven through programming: youth camps, recruiting events, academic conferences, and media production tied to NIL initiatives and other creative event programming all contribute to a steady cadence of use. These layers of activity create a different kind of energy 鈥� less overtly commercial, but equally vital.

Developing a Design Identity

From a design perspective, the challenge is both familiar and highly specific. Many of these sites lack historic context, sitting adjacent to large, inward-focused stadiums. At the same time, they are shaped by overlapping campus and municipal guidelines and must serve a wide spectrum of users 鈥� from students and faculty to alumni, donors and local residents. Successful solutions balance these demands while grounding the project in authentic institutional and regional identity.

At the University of Tennessee in Knoxville, a site just south of Neyland Stadium presented a telling example. While the stadium dominates the immediate context, the site also opens to sweeping views of the Tennessee River to the south. The design response drew from campus design standards 鈥� materials, proportions and detailing 鈥� while referencing the industrial and mercantile heritage that once lined the riverfront. This dual approach anchored the development in both university tradition and local history, allowing taller elements, such as a condotel tower, to adopt a more contemporary expression while remaining visually tied to a lower-scale, contextually rooted base.

Ultimately, these districts succeed when design storytelling is embedded at every level. Architecture, interiors, landscape, branding, and programming must all work together to reflect the traditions, rituals and character of the school, while resonating with the broader region. Given the diversity of users, from high-end condominium owners to fans gathering before and after the game, this narrative must be both cohesive and flexible. Achieving that balance requires close collaboration across disciplines, ensuring that the district evolves into a place that feels authentic, active and enduring well beyond the stadium gates.

Frank Andr茅, AIA, LEED AP, is Principal and Design Leader at HCM.

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By VS America

In the realm of flexible learning environments, a fundamental shift in ownership is taking place. 鈥淭raditionally, teachers have owned 90% of the space, leaving students to share the remaining 10%. However, it is time to challenge this notion and empower students to take ownership of their educational experiences,鈥� Jill Ackers, Director of Education at VS America, explains.

Embracing Innovative Approaches: Students as Active Co-Creators

Embracing flexible learning environments means embracing the idea that students are active co-creators of their educational spaces. It involves redefining ownership to allow students to shape and personalize the learning environment.

By involving students in decisions about classroom design, layout, and organization, educators create a space that reflects the unique identities, interests, and aspirations of the students. This shift empowers students to take ownership, fostering a sense of pride, belonging, and engagement in their learning experiences.

Discovering Identity: Crossing the Threshold into a Reflective Space

Flexible learning spaces serve as more than just physical environments 鈥� they become platforms for students to explore and express their identities. As students cross the threshold into these spaces, they encounter an environment that values and celebrates their individuality. The learning space becomes a canvas on which students can personalize and display artifacts, artwork, and projects that represent their interests and achievements. This personalization allows students to see themselves reflected in the environment, promoting a sense of belonging and fostering a positive learning atmosphere.

Reflection: Showcasing Growth and Achievement

In these environments, students can see their own work and growth showcased in the space. The classroom becomes a gallery that celebrates student achievements, displaying projects, artwork and accomplishments. By actively reflecting on their progress, students develop a deeper appreciation for their growth and are motivated to further develop their skills and knowledge. The visual representation of their achievements serves as a constant reminder of their capabilities, instilling confidence and inspiring continued effort.

Empowering Student Agency: Ownership as a Catalyst for Growth

The shift in ownership within flexible learning environments empowers students to take agency over their education. Students become active decisionmakers, collaborators and problem-solvers, driving their learning journeys.

By involving students in the design and organization of the learning space, educators foster a sense of responsibility and ownership for their own growth and success. This increased agency leads to heightened engagement, intrinsic motivation, and a greater sense of purpose in their educational endeavors.

The redefinition of ownership in learning environments signifies a transformative shift in education. Students, as active co-creators, find their identities reflected in the learning space and actively shape their educational journey. 鈥淏y challenging the 90% ownership held by teachers, students are empowered to own 90% of the learning,鈥� Ackers states. 鈥淭his ownership fosters a sense of pride, belonging, and agency, as students personalize the space, reflect on their growth and actively participate in their education.鈥�

As flexible learning environments continue to evolve, they become spaces that empower students, nurture their individuality and inspire a lifelong love for learning.

This article was sponsored by VS America, Inc., a leading manufacturer of educational furniture for K-12 schools, colleges, and libraries. Focused on best practices for educational facilities worldwide, VS develops adaptable, ergonomic, and sustainable furniture solutions which allow for the creation of agile learning environments. For more information, visit .

This article was originally published in the .

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