By Sarah Clow

As student housing is a growing part of the higher education design and construction conversation,听糖心少女 attended the Bisnow San Diego Student Housing & Higher Education Conference on May 13. The event brought together developers, university administrators, architects, and construction leaders, with a focus on balancing growth with affordability and changing听needs and听expecations听regarding听student experience. Across the board,听panelists听agreed that听institutions are rethinking听the traditional student housing model, and for many students next-generation housing options are听non-negotiable.听

Building For All 鈥� Balancing Housing Growth with Affordability听

There is a growing听student housing crisis in San Diego, where most universities can only guarantee housing for first- and second-year students. Panelists听were听candid about the structural barriers to building more attainable housing 鈥� and financing topped the list. When asked to听identify听the biggest hurdle 鈥� financing, land,听or approvals 鈥斕齨early every听panelist听pointed to听financing but also pointed听to strategies听for bringing costs down. Chief among them: increasing density.听听

Adding more beds to existing builds helps spread construction costs across more units, improving the economics of a project without sacrificing quality. Delivery methods also came up as a key lever, with progressive design-build highlighted as an effective tool for faster, more cost-efficient delivery.听

Panelists听noted a听distinct听shift in how institutions are thinking about the relationship between unit size and community space. Square footage per student is shrinking, while investment in recreation and amenity spaces is growing 鈥� a deliberate strategy to push students toward shared community while also keeping per-bed costs down. When asked听about must-have听amenities for higher education projects, panelists pointed to outdoor programmatic space and collaborative, community-focused interiors as essential.听

Speakers included:听Hemlata Jhaveri, Senior Associate Vice Chancellor at UC San Diego; Bob Schulz, University Architect and Associate VP of Real Estate at SDSU; Abbie Hawkins, VP of Development at The Michaels Organization; Lindsey Sielaff, Operations Manager at Hensel Phelps; Richard King, Principal at Gensler; and Lisa Norombaba, Executive Director of Wesley House.听

Panel 2: From Dorms to Destination 鈥� Redefining the Student Living Experience

Today鈥檚 students听value听quality over quantity, and the听student housing听industry is responding.听

The ongoing听shift toward wellness-focused design听is听bringing spas, fitness centers, relaxation spaces, and mental health-supportive environments听into student housing. Interestingly,听these offerings听are no longer听considered听amenities 鈥斕齮hey鈥檙e听expectations. Panelists noted that younger students are willing to trade square footage for higher-quality finishes and thoughtful design, a trend that is reshaping unit mix strategies toward smaller one- and two-bedroom configurations.听

Landscape and outdoor space took center stage, particularly in the Southern California context. Panelists from McCullough Landscape Architecture emphasized the growing importance of connection to nature, flexible outdoor听programming听and visibility 鈥� both for community building and for safety. Transparency and sightlines in outdoor spaces were called out as important design tools for creating environments where students feel secure.听

However, the panel pushed back on trend-chasing in amenity design. For example,听rather than听including a听golf simulator听鈥斕齛 shiny听amenity that听doesn鈥檛听hold long-term value听鈥斕齪anelists听emphasized听creating genuine 鈥渢hird spaces鈥� for socialization: areas that听aren鈥檛听over-programmed, allowing students to use them organically.听

Walkability and bike-ability also听emerged听as a priority, with several panelists听advocating for听pedestrian-focused campus design as a means of supporting both student health and affordability by reducing transportation costs.听

The panel also highlighted an interesting tension in the market: while many developers are moving toward smaller bed counts and higher-end amenities to attract students willing to pay a premium, San Diego Community College District is taking a different approach 鈥� building higher-density housing with fewer amenities to maximize access for lower-income students. Both strategies reflect the breadth of need in the market.听

On the technology and security front, panelists pointed to smart package and food delivery lockers as an increasingly expected feature 鈥� a practical response to the realities of how students live today.听

Finally, the Southern California advantage was hard to ignore. The indoor-outdoor lifestyle is a genuine differentiator in design, and solar energy adoption is accelerating. Core Spaces highlighted a project near UCSD where rooftop and parking structure solar arrays are expected to cover听the majority of听the building鈥檚 energy costs 鈥� a compelling case for sustainability as both a听values听play and a financial one.听

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• Southbury and Middlebury voters backed Region 15鈥檚 $95.6 million 2026-27 operating budget at the May 6 referendum, according to posted unofficial results.听
• Voters also approved $224 million in bonding to replace听Gainfield听and Pomperaug elementary schools; the bond question passed overall even though Middlebury voters opposed it locally.听
• District materials say the plan is to build new PK鈥�5 schools on the existing sites, keep students in their current buildings until the replacements are ready, and add dedicated preschool space while upgrading safety,听accessibility听and traffic circulation.听

SOUTHBURY, MIDDLEBURY, Conn. 鈥� Voters in Southbury and Middlebury approved Region 15鈥檚 $95.6 million operating budget for fiscal 2026-27 and authorized $224 million in school construction bonding to replace the district鈥檚 two oldest elementary buildings, according to referendum results released after the May 6 vote.听听

The bond would support replacement buildings for听Gainfield听Elementary School and Pomperaug Elementary School, with the district planning to pursue state school construction grants that could significantly reduce the local share of eligible project costs.听

Unofficial results posted by the Town of Southbury show the Region 15 school budget passed 2,679-1,618 overall (Southbury: 2,048-1,059; Middlebury: 631-559). The construction financing question passed 2,474-1,820 overall, with Southbury approving 1,935-1,172 and Middlebury voting against the question 539-648, according to听.听

The Stamford Advocate reported the adopted budget totals $95.6 million, a $4.86 million (5.4%) increase over the current $90.78 million plan. The same report said the $224 million bond package would fund replacement schools on each existing site, with plans calling for larger buildings designed to serve about 550 students per school and include prekindergarten space, according to听.听

District project materials describe听Gainfield鈥檚听original sections as dating to 1941 and Pomperaug opening in 1967, noting both facilities have aging infrastructure and systems nearing the end of their useful life. 鈥渕any听of our systems and spaces are significantly aged, flawed, functioning unreliably, or听become听obsolete,鈥� according to听.听

Region 15鈥檚 facilities materials say new construction 鈥� rather than renovation 鈥� was selected after feasibility work evaluated both approaches. The FAQ says early estimates compared roughly $80 million for renovation to about $86 million for new construction, but renovation would add significant costs and complications, including temporary swing space estimated at about $12 million and a longer timeline that could increase escalation costs, according to .听听

On design and operations, the district says replacement buildings would address code and safety upgrades that older schools are exempt from because of their听age, and听improve circulation and traffic safety. The 鈥淜ey Project 糖心少女鈥� page says the new layouts would funnel visitors from the main entrance to the front office for screening and bring the schools up to current fire and energy codes (including sprinklers and updated HVAC), while expanding parking and dedicated bus lanes, according to听.听

Project scope materials also cite improved traffic circulation at both campuses, including altered traffic patterns and a new access road intended to reduce congestion near Main Street and Poverty Road in Southbury. Region 15 further says the proposal is designed to keep schools听operating听throughout construction by allowing the district to occupy the existing buildings until the new schools are complete and ready for occupancy, according to听.听

Programming elements highlighted by the district include adding dedicated preschool classrooms and replacing makeshift instructional spaces (such as interventions held in closets or hallways) with purpose-built rooms and small-group areas, according to听.听

In its March 30 Board of Education newsletter, Region 15 said it sought voter approval in May to听submit听a school construction grant application by the state鈥檚 June 30 deadline. The newsletter also estimated total construction costs at about $224 million and听anticipated听roughly 64.2%听reimbursement of eligible costs under current assumptions, with a projected $80 million to $90 million local borrowing need, according to听.听

Before the May 6 vote, Region 15 said the Connecticut General Assembly approved a space waiver intended to support the district鈥檚 eligibility for its expected reimbursement rate while allowing some flexibility in shared spaces. 鈥淭his legislation allows us to thoughtfully plan school spaces that meet student needs while also providing areas that can serve the wider community,鈥� according to听.听

As the district moves toward a state funding application, Superintendent Joshua Smith described near-term steps, including governance and procurement work. 鈥淲e will also begin the work of identifying building committees, grant application approvals and releasing a request for project proposals that will select an architectural firm for the design phase of the project,鈥� according to听.听

The Stamford Advocate reported Smith hopes construction will begin in 2028 and that the new schools could be completed by 2030, subject to听state听grant approvals and other preconstruction steps, according to听.听

This article is based on reporting originally published by the Stamford Advocate, official materials posted by the Town of Southbury and Pomperaug Regional School District 15, and Region 15鈥檚 facilities project website in 2026. ()听

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The Board of Regents of The Texas A&M University System last week voted听unanimously to appoint Susan Ballabina, Ph.D.,听as 28th president of Texas A&M University.听Ballabina assumed听her new role on May 11, building on听more than three decades of service to Texas A&M and the State of Texas.听

Ballabina听previously听served听as Executive Vice Chancellor of The Texas A&M University System, where she helped lead systemwide operations, advance strategic initiatives and support the work of the A&M System鈥檚 universities and agencies across Texas.听

Throughout her career,听Ballabina听has held senior leadership roles spanning the university and the A&M System, including Chief of Staff to the president, Senior Vice President for Academic and Strategic Collaborations, and Deputy Vice Chancellor and Chief Operating Officer for Texas A&M AgriLife. Her work has included strengthening statewide programs, building partnerships, supporting research and educational initiatives, and coordinating large-scale efforts such as the Healthy South Texas initiative and the disaster recovery following Hurricane Harvey.听

鈥淭exas A&M has a strong foundation, a clear mission, and passionate faculty, staff, students, and former students who care deeply about its future,鈥澨鼴allabina听said听in a statement.听鈥淚鈥檓 grateful for the trust placed in me by the regents and Chancellor Hegar, and I look forward to working alongside the Aggie community to build on that strength and move the university forward.鈥�听

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By Rob Filary, AIA

Across the country, Transitional Kindergarten is moving from pilot to policy, from niche offering to a foundational layer of public education. As districts expand access, a practical question comes into focus: where do four-year-olds fit within systems built for older children?听

The answer is beginning to reshape the physical environment of schools in ways both subtle and consequential. Transitional Kindergarten is not a program that can simply be absorbed into existing classrooms. It asks for spaces tailored to a different stage of development, where independence is听emerging听but not yet assumed, and where the first experience of school can shape a child鈥檚 long-term relationship to learning.听

Design, in this context, becomes less about accommodation and more about calibration.听

A Different Kind of Classroom听听

Traditional elementary classrooms are organized around independence and routine. Transitional Kindergarten听operates听on a more fluid threshold. Students are learning how to be at school, and the environment plays听a central role听in that transition.听

Classrooms are larger, more听flexible听and intentionally zoned. Distinct areas for quiet reading, active play, group instruction, and sensory exploration allow students to move between modes of learning with clarity. Fixtures,听storage听and visual cues are scaled to a child鈥檚 perspective, supporting autonomy without overwhelming choice. In-class restrooms reduce disruption and reinforce independence, while material shifts from soft flooring to durable surfaces support a range of activities throughout the day.听

These intentional adjustments shape how students navigate space, build听confidence听and begin to understand the rhythms of school.听

The Architecture of a First Experience听

For many families, Transitional Kindergarten marks a child鈥檚 first sustained interaction with the school system. Design decisions at the campus level carry weight beyond the classroom.听

Locating Transitional Kindergarten classrooms near the front of campus, with direct access to drop-off zones, can ease daily routines and reduce stress for caregivers and children alike. What appears to be a logistical decision becomes part of a family鈥檚 sense of trust and belonging.

Within the classroom, access to daylight, views to nature, and controlled sensory input support focus and emotional regulation. Just beyond it, outdoor environments extend this experience in more physical, immediate ways.听

Outdoor Transitional Kindergarten play yards do more than providing a space recess by functioning as a dynamic extension of the classroom where learning becomes physical,听sensory听and directly connected to the surrounding environment. A well-designed outdoor space carries the same intentionality as its indoor counterpart, supporting exploration,听discovery听and skill-building across developmental domains.听

These environments play a critical role in social and emotional development. Open-ended areas invite collaboration, negotiation, and problem-solving, as children learn to navigate shared spaces and group activity. The ability to move freely and make choices fosters independence,听confidence听and self-regulation which are skills that underpin long-term academic readiness.听

Support for the student鈥檚 physical development is embedded in the landscape itself. Climbing elements, varied terrain, and adaptable materials support coordination, spatial awareness, and both fine and gross motor skills. At this stage, movement is fundamental to well-rounded learning.听

Thoughtful outdoor classrooms also reflect a broader commitment to inclusivity. Shaded areas, quiet nooks, sensory gardens, and flexible play features create multiple points of entry, allowing all students to engage in ways that align with their individual needs and comfort. Designing a yard with these elements in mind provides even the youngest students with an environment that broadens the definition of learning while听remaining听legible and supportive to every child.听

Here, play is not separate from learning but one of its primary vehicles.听

Fitting into the Larger Whole听

As Transitional Kindergarten expands, its integration into existing campuses becomes a strategic exercise. These classrooms do not听operate听in isolation but instead influence circulation,听supervision听and daily operations across the site.听

Proximity to kindergarten can support developmental continuity, while a degree of separation helps听maintain听an appropriate scale听for younger students. Many schools are beginning to cluster early learning environments into dedicated zones, creating a 鈥渟chool within a school鈥� that balances connection with protection.听

Operational patterns shift as well. Drop-off and pick-up routines change when families听accompany听younger children. Supervision lines, restroom access, and security measures must account for different behaviors and needs. Even the orientation of windows and outdoor spaces contributes to a sense of safety and enclosure.听

These considerations extend beyond design in the narrow sense and shape how the campus functions over the course of the day.听

A Foundation with Lasting Impact听

Well-designed Transitional Kindergarten spaces help students understand where they are, what is expected, and how to move through the school day with growing confidence. They offer families clarity and reassurance and give educators environments that support a range of teaching approaches.听

As districts continue to invest in these programs, the question is no longer whether Transitional Kindergarten belongs on the elementary campus, but how its presence can strengthen it for everyone.听

By getting it right early, schools can reduce friction for families, support educators more effectively, and create environments aligned with how young children learn and develop. A stronger start for students and a more responsive campus begins with treating the first step into education as a moment worth designing with care.听听

Rob Filary, AIA, is an Education Sector Leader at听.

Get more weekly reports and听timely听updates by subscribing for free at听schoolconstructionnews.com/subscribe.听

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By Lindsey Coulter

Dorian Maness, GGP, is a Senior Project Manager and Mechanical Engineer for the Education Division of Matern Professional Engineering in Maitland, Fla.听Focusing on听project management and mechanical systems design, Maness听delivers听innovative,听tailored听HVAC systems听that allow听students and educators to focus on learning, while giving school leaders operational peace of mind.听

鈥淪chool environments are often occupied and require continuous, rapid maintenance,鈥� Maness said. 鈥淪o, there鈥檚 a听balance to be struck between what the owner wants, what mechanical system听success听needs to meet the functionality of the school, and what the maintenance team can maintain to ensure the system operates effectively.鈥�听听

Maness joined the 糖心少女 (SCN) Editorial Advisory Board in 2025, bringing valuable听expertise听in听engineering and mechanical systems for听K-12 and higher education.听As school facilities must contend with more extreme temperatures, changing codes, shifting maintenance budgets听and听higher听performance expectations, Maness听spoke with SCN about听what it takes to design and deliver systems that work and last.听

SCN:听What鈥檚听your philosophy on balancing performance and cost in HVAC design?听

Maness:听Each project is听unique听and听it鈥檚听critical we have the right conversations to figure out what works within the framework of the project and the owner.听My philosophy breaks down to 鈥淢ake it make sense.鈥� There is a fine line between the performance听of听a system and the cost of getting that performance out of the system. Clients often approach a project with the notion that they want the highest performance system. However, there is a听[financial]听tradeoff. As an engineer and project manager,听it鈥檚听my job to understand things like budget and Life Cycle Costs to be able to have conversations with the owners or clients to guide them in a way that makes sense for their needs and the needs of their school. Sometimes听I鈥檓听able to design a听cool听high-performance system and give them the most efficient HVAC system,听which can save money over time or get tax rebates for the district. At other times, due to first costs and budget, we must design a more robust system that is more easily听maintained听and that the district is more familiar with.听听

SCN:听What innovations in mechanical system design are most promising for schools?听

Maness:听Schools are becoming more complex.听They’re听constantly听changing and听offering many听new programs听that used to be听available听only in colleges or technical schools. Mechanical equipment has become smaller and more powerful, allowing us to support various programming spaces, such as auditoriums, large gymnasiums, welding labs, automotive听labs听and robotics labs. Along with mechanical equipment, innovations in programming and BAS control have also been crucial to the advancement of how mechanical systems听operate. Adjusting to various school loads, allowing owners to see real-time alarms and failures on the equipment, are all innovations that have allowed us to change the way we design schools and give value back to the owners and clients.听

Additionally, in Florida, high temperatures and high humidity will always drive the mechanical system design in schools. Ensuring that the mechanical system has capacity to cool all spaces as required will become more challenging as the climate increasingly gets warmer or stays warmer longer. However, one trend I鈥檝e seen is mechanical equipment becoming more efficient and better at handling high humidity or high temperatures. Utilizing this equipment in newer designs will be crucial to keeping up with future demands.听

SCN:听What鈥檚听a misconception owners often have about mechanical design?听

Maness:听Owners underestimate the cost and space听required听to house mechanical systems. Most owners care听first and foremost听about how their building looks aesthetically, not about the space inside the building that no one sees. Ironically, this is the space that mechanical engineers care about the most:听the cavity above ceilings, the space on the roof, or mechanical rooms on a floor plan that no one will ever go into or see. These are the areas that house our听ductwork and听air听handlers,听chillers,听exhaust听fans听and many more pieces of mechanical equipment that are crucial to our design. Often, I hear how surprised they are about how many mechanical rooms we need on a floor plan or how much space we need outside for our chillers. This makes it crucial for us to be involved in early talks with the owner and architect when designing the footprint of a new building.听

SCN:听In what听other听ways do you collaborate with architects and planners to听optimize听student comfort?听

Maness:听I collaborate very closely with architects and planners to be sure the overarching designs maximize student comfort. While the architects design the layout of a school in respect to hallways, classrooms, gymnasiums, and more,听it鈥檚听my job to ensure that our mechanical design听maintains听the various spaces and makes them听comfortable听鈥斕齨o matter what the students are doing. The same type of mechanical system that serves a classroom听wouldn鈥檛听be useful in a gymnasium or a cafeteria. Ensuring that these different areas of a school have the听appropriate mechanical听design is our most important job. Working closely with architects and planners is critical, and we communicate extensively about the spaces we need for all these different areas to ensure we can fit our equipment and have enough space above the ceiling for our larger ductwork.听

SCN: What project taught you the most about energy-smart system design?听

Maness:听Whether听it鈥檚听elementary,听middle听or high school, the first question is always about costs. Since most schools are听supported by taxpayer dollars, cost savings and energy savings are always the first topics with owners.听In my experience, high-school projects present the most opportunity to听utilize听high-energy saving designs because they are larger and have more diverse student programming; kitchens, culinary labs, chemistry labs, auditoriums, and gymnasiums are all high-energy use spaces. These unique spaces create opportunities such as Bi-Polar听Ionization or听Demand Control Ventilation, which are energy-saving designs that help to reduce energy and life cycle costs over time.听

Get more weekly reports and听timely听updates by subscribing for free at听schoolconstructionnews.com/subscribe.听

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By Greg Cromer听

Public school systems across the country are entering a period of sustained enrollment decline, driven by a convergence of demographic and behavioral shifts, particularly听evident听along Colorado鈥檚 Front Range.听As explained in Part I of this article, Colorado听is projected to lose more than 15,000 children ages 0鈥�17听over the next five years, due to factors such as听persistently low birth rates, high housing costs, an aging听population听and slower immigration.听

Online programs, private schools or homeschooling offer further competition for public schools across the country, helping to accelerate enrollment losses that exceeded 10,000 students this year alone, the largest drop since COVID-19. 听

Part I of this article discussed how听declining听enrollment听across the nation听is forcing听leaders to consider听consolidation,听closures听and replacement. However, this shift is also听creating听opportunities听to modernize aging facilities and rethink how space supports evolving educational models, from flexible, data-informed facility plans听to right-sizing听school capacity through consolidation and reconfiguration. Read further recommendations here:听

Establish Shared Understanding to Align Community and System Needs听

Engaging communities in school closures or consolidation is one of the most challenging responsibilities for school boards because it sits at the intersection of personal impact and systemwide necessity. Families often focus on identity, commute听changes听and neighborhood stability, while districts must address enrollment decline, underused facilities, financial听pressure听and equity. Bridging this gap requires transparent, data-driven storytelling that connects individual decisions to broader trends while also acknowledging the real loss communities feel鈥攁n essential step in听maintaining听trust.听

These decisions also require courage from district leaders, as delays or inaction can deepen inequities and strain limited resources. The transition also offers a powerful opportunity for community renewal by reimagining school identity through a new name, mascot,听colors听or symbols, which allows architectural teams to embed that identity into the built environment and shape a unifying community asset.听

Additionally, districts are increasingly designing schools for flexibility from the outset by positioning facilities as civic assets. Through adaptable layouts and coordinated shared-use spaces like flexible commons, gyms or auditoriums, schools can better serve both students and communities year-round, maximizing public investment and long-term value. This approach positions facilities not as static assets, but as adaptable infrastructure and dynamic tools that can continue to deliver student success and community buy-in.听

Unlock听Value in听Existing听Assets听

Reframing existing school assets is a key strategy for districts facing enrollment decline and uneven听utilization, shifting underused schools from excess capacity to flexible hubs that can be repurposed to meet emerging needs. Converting space for early childhood education, expanding special education or alternative programs, co-locating community services and even exploring workforce housing to support educator recruitment and retention can make an impact. Alongside physical reuse, specialized models such as STEM, Career and Technical Education (CTE) or arts-focused programs can also re-energize underenrolled facilities by drawing students across traditional boundaries.听

Partnering with architecture and design firms can help reimagine and maximize the value of existing assets. Consider repurposing underutilized wings into collaboration zones, student听services听or community spaces. At Sheridan High School, the design team revitalized an abandoned pool building into a trades skills workshop where students could work alongside trade professionals to develop hands-on skills in carpentry, plumbing, electrical and HVAC systems.听

Districts such as Aurora Public Schools are leaning into programmatic strategies to attract and听retain听students in a competitive enrollment landscape. As choice expands and demographic pressures intensify, districts are moving beyond boundary-based enrollment to emphasize what makes each school distinct. This includes developing and branding focus-based schools built around themes, specialized听programming听or community partnerships to create a clear value proposition for families. For example, in response to shifting enrollment patterns, the Clara Brown Entrepreneurial Academy leaned into its identity rooted in entrepreneurship and innovation, using its programmatic focus to differentiate itself and re-engage families.听

Designing for听consolidation and future repurposing is essential to creating resilient school environments that attract and听retain听students. Flexibility helps future-proof facilities against demographic shifts, funding听changes听and broader disruptions, enabling districts to respond to enrollment changes without stranded assets and keeping buildings relevant and impactful over time.听

Greg Cromer is an education practice leader at听Wold听Architects and Engineers with more than 40 years of experience designing K鈥�12 learning environments. He can be reached via email at听gcromer@woldae.com.听

Get more weekly reports and听timely听updates by subscribing for free at听schoolconstructionnews.com/subscribe.听

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Sto HVHZ Systems are fully engineered and tested assemblies designed to meet the stringent requirements of the Florida Building Code, with systems carrying Miami-Dade County Notice of Acceptance (NOA) and/or Florida Statewide Product Approval as applicable. These systems are evaluated for wind load, impact resistance, air leakage and water resistance, ensuring comprehensive performance across the entire wall assembly. While developed to meet the stringent requirements of High Velocity Hurricane Zones, these systems also provide proven protection against other severe weather conditions, including tornado-force winds, hail听impact听and wind-driven rain.听

听

Get more weekly reports and听timely听updates by subscribing for free at听schoolconstructionnews.com/subscribe.听

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