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

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By Kirk Gruben, Sloan Strategic Account Manager

When a new school opens or a major renovation is completed, success is often measured by whether the project was delivered on time, on budget, and ready for occupancy. Those milestones matter. But for facility leaders, another question quickly follows: How will this building perform five, 10, or 20 years from now.

That question is becoming increasingly important across K-12 and higher education. As schools invest in construction and renovation projects, facility teams are paying closer attention to how design decisions affect maintenance demands, operational efficiency, accessibility, and long-term reliability. The goal is not simply to open or reopen a building successfully. It is to ensure that the building continues to perform as intended long after occupancy.

Beyond Opening Day

Many decisions made during design and construction have consequences that may not become apparent until years later. A material that looks appealing on day one may require frequent maintenance to maintain its appearance. A fixture that appears cost-effective during construction may create ongoing service challenges. A space that functions well in theory may perform differently when hundreds or thousands of students move through it every day.

As a result, schools are placing greater emphasis on evaluating how systems, materials, and layouts will hold up under real-world conditions. Design conversations increasingly include questions about maintenance requirements, expected lifespan, ease of service, and long-term operating costs. For facility leaders responsible for managing buildings over decades, these considerations can be just as important as initial construction costs.

The Reality of Daily Use

Few environments experience daily wear and tear quite like schools. Corridors, restrooms, cafeterias, student commons, athletic facilities, and other shared spaces are used continuously throughout the day. These areas must accommodate large numbers of people while remaining safe, functional, and easy to maintain.

In many facilities, these same spaces generate a disproportionate number of maintenance requests. Water on floors, damaged fixtures, worn surfaces, and accessibility challenges can create ongoing operational burdens if they are not addressed during the planning process. Because of this, many facility leaders are looking beyond whether a product or system meets performance expectations on paper. They want to understand how it will perform after years of constant use. That shift is influencing specification decisions throughout the building.

Designing for Maintenance

Historically, maintenance was often viewed as something that happened after construction was complete. Today, many schools are treating maintenance as part of the design conversation itself. This change reflects the realities facing facility departments across the country. Many teams are managing aging buildings, deferred maintenance challenges, and limited staffing. Every additional repair, service call, or replacement requirement adds pressure to already stretched resources.

Design decisions that reduce complexity can have a measurable impact over time. Whether it involves selecting durable materials, simplifying service access, or reducing the number of components that require ongoing attention, these choices can help support more efficient operations throughout the life of the facility. For many schools, the conversation has evolved from simply what can be built to what can be maintained successfully over the long term.

Accessibility That Lasts

Accessibility is another area where long-term thinking is shaping decisions. Incorporating accessibility considerations during planning and design is often more effective than addressing them later through renovations or retrofits. Spaces designed with accessibility in mind from the beginning can better serve students, staff, families, and visitors while helping schools avoid future disruptions and costs.

Facility leaders are increasingly evaluating projects through this longer-term lens. The question is not just whether a space meets today’s requirements, but whether it will continue to support evolving needs in the years ahead. That perspective is helping schools create facilities that are both more resilient and more adaptable.

Built to Perform

One of the most valuable sources of information in school construction comes after a building is occupied. Facility teams quickly learn which spaces perform as expected, which systems require frequent attention, and where operational challenges begin to emerge. Those lessons often influence future projects and help inform new approaches to planning and specification.

As schools continue to invest in modern learning environments, durability is becoming a larger part of the conversation. Long-term performance, maintenance demands, accessibility, and operational efficiency are increasingly interconnected. The most successful projects are not defined solely by how they look when they open. They are defined by how well they continue to support students, staff, and facility teams years later. Simply put, durability has become a fundamental part of how schools evaluate long-term value.

Kirk Gruben is a Strategic Account Manager with Sloan.

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By Evelyn Long

In modern school design, the most critical spaces for student development may not be classrooms 鈥� they may be the areas in between. Third spaces like commons, libraries and even hallways represent an untapped frontier for fostering the youth鈥檚 social and mental well-being. They鈥檙e crucial for community health, but they are steadily declining. This presents a unique opportunity for educational facilities. 听

The Disappearing Third Space and Its Toll on Student Wellness听

Third spaces听, unlike the first and second spaces 鈥� the home and work or school. However, third spaces like malls, local parks and other听听after the COVID-19 pandemic and rise of digital platforms and online communities. This reduces the number of venues and opportunities for low-stakes social interactions that children and young adults especially need.听听听

鈥淲e need intimate, close relationships,鈥� Japonica Brown-Saracino, a sociology professor at Boston University, said. 鈥淏ut casual relationships serve a purpose as well, and many of those can be cultivated in a third place.鈥澨�听

Around听听between the ages of 13 and 29 report feeling lonely. Teenagers have the highest rates, and those experiencing this isolation are 22% more likely to earn lower grades. These statistics are alarming, as loneliness can听听and diminish life expectancy.听听

Within academic institutions, third spaces are where students choose to be, without a formal agenda. Students听听these places when听they鈥檙e听at school. For example, many Gen Z students prefer to spend time in settings with third-space qualities when听they鈥檙e听not in class. The challenge for designers is how to bring those qualities inside school walls.听听

From Concept to Construction 鈥� How to Build a Third Space听

While the sociological need for third spaces is compelling, the 鈥渉ow鈥� is where design and construction experts can translate an abstract concept into a functional reality. Here are design strategies and ideas that can transform underutilized areas into vibrant hubs for student life.听听

Implement Flexible and Biophilic Design听

Modern third spaces must serve multiple purposes and ideally connect students to nature. Consider these ideas:听听听

• Use modular seating, movable听partitions听and varied furniture to create distinct zones for quiet study, social听interaction听and collaborative work within a single听open area.听听

• Go beyond potted plants by incorporating living walls, wood-paneled听accents听and large windows to maximize natural light.听听

• Choose carpets,听textiles听or acoustic panels that feature patterns inspired by nature to create a subtle connection to the natural world.听听

Adopt a 鈥淩esimercial鈥� Approach to Materials and Comfort听

Blending the comfort of home with the durability of commercial environments is possible with听particular strategies:听听

• Use durable but comfortable materials like cleanable fabrics, warm-toned听flooring听and area rugs to dampen sound and define spaces.听听

• Install a long, recessed electric fireplace in communal spaces to create a powerful sense of warmth and gathering.听听

• Designate听wall spaces for framing systems that display rotating student artwork to highlight the school鈥檚 community.听听

Ensure Accessibility and Code Compliance听

Compliance with codes and regulations, from听, is also nonnegotiable. Professionals must go beyond meeting the听minimum听requirements of the Americans with Disabilities Act to ensure accessibility:听听听

• Create clear, intuitive pathways free of obstacles, with good lighting and clear wayfinding signage to听assist听neurodiverse students or those with low vision.听听

• Provide a variety of seating options, including chairs with and without armrests and couches at different heights.听听

• Design for various sensory needs, which may include using acoustic paneling to dampen noise in 鈥渜uiet zones鈥� and providing areas with lower levels of stimulation.听听

Leverage Smart Technology for Efficient Environments听

Smart technology will be part of an estimated听听by 2028. This widespread adoption means that many students and their parents increasingly see responsive features as a standard.听听

• Implement a zoned, smart HVAC system to keep different zones within a third space cool or heated simultaneously based on occupancy and need.听听

• Install motorized shades that are programmed to automatically lower during peak sun hours to reduce solar heat gain.听听

• Ensure the smart features are well-integrated to reduce energy consumption听听and gain significant savings.听听

Provide Pervasive and Accessible Technology听

Beyond smart automation, third spaces must always provide the fundamental technological infrastructure students need.听

• Integrate power outlets and USB charging ports directly into couches, tables,听benches听and other furniture.听听

• Ensure the third space has a blanket听coverage听wireless network with sufficient density of wireless access points to handle hundreds of simultaneous connections without lag or dead zones.听听

• Create dedicated huddle stations for small group work, equipped with a monitor with screen-sharing capabilities and mobile whiteboards that can be moved to听different locations听as needed.听听

The Future of School as a Community Anchor听

Third spaces are a proven sociological concept that provides the informal, voluntary social connection that today鈥檚 adolescents are actively seeking. The goal is to intentionally design these spaces into the school environment, rather than leaving them to chance. Combine flexible, human-centered architectural planning and strategically integrate smart technology. Aim to become builders of the infrastructure that supports a healthier and more connected generation.听听

Evelyn Long is a commercial interior design writer with specialized听expertise听in accessible, ADA-friendly spaces and designing environments that support mental health and听inclusivity.听

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By Ryan Jang and Cecily Ng听

The reimagined Creekside Center at UC Berkeley听represents听a fundamental shift in how accessibility, sustainability, and historic preservation can coexist within the academic built environment. Located in the campus’ classical core, the project transformed the former听Dwinelle听Hall Annex 鈥� a deteriorating, barrier-laden structure 鈥� into an inclusive, high-performance home for the university鈥檚 Disabled Students鈥� Program (DSP). Rather than treating accessibility as a compliance exercise, the design team approached the renovation as an opportunity to听demonstrate听how universal design can enhance comfort, resilience, and agency for all building users.听听

Shaped by an extensive programming process that included feedback from students, staff, and campus stakeholders, the project is rooted in DSP鈥檚 belief that 鈥渁n accessible environment universally benefits everyone.鈥澨齅ore than听4,000 students visit the听building regularly to receive services such as proctoring, alternative听media听and interpreting.听听

A Historic Building with Modern Barriers听

The two-story building is nestled in the mature trees north of Strawberry Creek.听Originally听designed听by John Galen Howard in 1920听in the First Bay Tradition,听there were听additions in 1924 by Howard and 1949 by Michael Goodman.听When听the听project began in 2021,听many features attributing听the building听to the First Bay Tradition听were present听but听in a state of disrepair. A non-code compliant ramp linked three of the lower elevations while the upper floors were disconnected听and听only听reachable听by听stairs.听The exterior suffered from water intrusion, rot, and pest damage.听The existing听steam听heating system was served by听the campus central plant听in a highly inefficient manner. There was no mechanical ventilation or air filtration system.听听

Restoring Character While Improving Performance听

The building鈥檚 exterior was carefully rehabilitated, with its historic character听retained听and repaired, when possible. New听cladding听replicates听the original redwood board and batten siding. The听low-pitched gabled roof eaves and fascias听were restored. The听spearmint-colored听windows with divided听lites听were replaced with high performance windows of听the same size听and appearance. 鈥淗igh performance鈥澨齝ould听not just address environmental qualities.听Window models听were听also听evaluated for听accessibility听features听such as operating force and the height of locking and lifting mechanisms.听听

Other envelope-tightening measures included adding weather barriers and insulation to the exterior walls,听roof听and floors. The project installed all-electric mechanical systems.听Through this听deep-energy听retrofit,听actual energy听use听in the six months of full occupancy has been 84% below baseline. The embodied carbon intensity is 63% lower than the median new-construction educational building.听

A Ramp as the Building鈥檚 Circulation Spine听

The one major exterior addition is a new ramp that connects the five existing floor elevations. As the听single听circulation听spine, the ramp听facilitates听equitable听access throughout the building. Large expanses of glazing along the ramp听allows听views clear across the building from the campus to the creek. Exposed structural wood posts听supporting the ramp听create a unifying cadence and a place for handrail brackets. By expressing the ramp slope on the exterior with听a听contemporary听fiber cement panel fa莽ade, the ramp听becomes听a beacon that communicates universal access.听

Universal Design Beyond Code Requirements听

Universal Design strategies exceed code听accessibility听requirements and include color and form-based wayfinding and biophilia rich interiors.听The restored听existing听wood听roof trusses were exposed听as an interior finish material听and听influenced the听remainder听of the interior material palette. Wood is used in high touch places such as windows, handrails, and wall end caps. The wood provided textural and color contrast, both of which help make spaces more accessible, without overwhelming the senses.听听

Preserving the existing floor to floor height significantly limited the space for mechanical equipment. By selectively lowering the ceiling at听the听threshold听between听circulation听and听program spaces, the team created room for the equipment and provided an area for an individual to decompress before deciding how to engage with the space ahead.听The floor material听and wall听color differ from the adjacent spaces and are only used听in听the thresholds. The color, texture, and difference in light quality听in the threshold spaces signifies听to someone with low vision they were about to enter a new type of space.听

Designing for Choice, Agency, and Comfort听

The thresholds听offer听individual听choice,听a theme听also听integrated听elsewhere. Each听office听has an independently controlled听thermostat,听and听every听regularly occupied space has at听least one operable window听to听provide individual听choice in the quality and temperature of airflow. Solar shades and dimmer switches for all overhead lights听allow occupants to control the quality of light.听Individualized controls are often missing from today鈥檚 workspaces, but these features听are听easy to integrate and go a long way to make occupants feel welcome.听听

To guide the project beyond minimum code accessibility, the team devised a list of听eight听鈥淚mpact Areas鈥� that connect access needs to design features rather than assigning features to specific disabilities. The Impact Areas included听needs听such as community building and privacy, cognitive access, and sensory zoning.听The Impact Areas听offered听a framework to address 鈥渄ueling disabilities,鈥� where听people have drastically different environmental needs,听and听ultimately听helped听the team听provide agency and enhance feelings of safety and security听in the building.听Creekside Center provides a much-needed home for a community that has听historically marginalized from the design of the built environment.听

Ryan Jang,听AIA, LEED AP, is a Principal and Cecily Ng, AIA, is an Associate听with听Leddy Maytum Stacy Architects.听

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By Lindsey Coulter

Jill Moore is an inclusive play specialist with Landscape Structures, a playground manufacturer based in Delano, Minn. She is also a wheelchair user who uses her lived experiences to help develop more innovative, informed and inclusive playground designs. Or rather, she鈥檚 used her childhood experience of not being able to access and enjoy most playgrounds to be an advocate for spaces that welcome all.

鈥淲hen we build for inclusion, we鈥檙e saying who we value,鈥� Moore said. 鈥淲hen I see an inclusive playground, I feel welcome there. Someone has thought of me and decided that I matter and have something to add.鈥�

Moore has worked on projects of all sizes across the country for schools as well as communities, including the world鈥檚 largest inclusive playground, Park Circle in Charleston, S.C. She helps clients to consider play structures and equipment as well as who they are designing for and what play opportunities would best align with their community鈥檚 needs.

Moore spoke with 糖心少女 about what makes for a successful project, how clients can shift their approaches to make spaces even more welcoming and the common recommendations that can help any play space be more inclusive.

Is there a general definition or criteria for what makes a play area or play equipment accessible and inclusive?

Moore: Yes and no. The ADA guidelines for children鈥檚 play spaces were written in 2000, and in 2010 those guidelines became law, but they are the bare minimum. We鈥檝e never really defined inclusion with a check box, because as soon as you give it a check box people adhere to the minimum. For example, inclusive playground design for me could look very different from inclusive design for a child with autism.听While there is no official governing body that is giving a stamp of approval, there are a ton of best practices that designers can use to make a playground inclusive.

Historically, how have play spaces inadvertently excluded children with disabilities?

Moore: Even after ADA compliance you could go to an ADA-compliant play space, and someone like me wouldn鈥檛 necessarily be able to do anything on that playground. For example, Engineered Wood Fiber is considered 鈥渁ccessible鈥�, but maneuvering a wheelchair through it is impossible, as loose-fill materials are hard to push through. So, it鈥檚 considering how a kid moves through a space; if they use their energy just to navigate the playground rather than actually playing on it. It鈥檚 considering children who use mobility devices, but it goes much further. For example, playgrounds are usually loud, busy places with lots of sensory stimulation and sometimes complex play components that require a lot of motor coordination. This could exclude kids with autism or ADHD who are easily overstimulated, are working on their motor coordination or听are developing those skills at a different pace.

Why is it important to shift away from the medical model of disability and toward the social model?听

Moore: The medical model of disability puts all the fault on the user. If we build exclusively, we鈥檙e saying 鈥業t鈥檚 your fault you can鈥檛 access this due your needs and abilities being different or more complex.鈥�

In the social model, however, we鈥檙e saying it鈥檚 the environment that needs to change so that you can be your best self. When I was a kid I hated the playground, but there was a massive difference between my peers not wanting to play with me and me not being able to play. The social model says everyone is meant to be here; it doesn鈥檛 blame anyone or call them out for whatever their needs may be.

How can inclusive play spaces benefit all users?听

Moore: It鈥檚 hard to pinpoint what 鈥渋nclusive鈥� means because everyone needs different things. When you say 鈥渋nclusive design鈥� most people assume that means designing for people with disabilities, but we鈥檙e designing for everyone because play is important for everyone. That鈥檚 where we learn fundamental cognitive, physical, sensory and social skills. When we climb on things, use our muscles, run around, push on things鈥攚hich are all so inherent to play鈥攚e are developing sensory systems that allow us to also do things like cut construction paper, open doors and communicate.听When we spin or swing or engage in motion, we鈥檙e developing our sense of movement and bodily awareness. We need those fundamentals if we鈥檙e going to be successful with day-to-day life and activities.

What are some immediate and cost-effective ways that clients can redevelop or renovate existing play spaces to be more inclusive?

The best thing to do is get a clear understanding of who you鈥檙e designing for and who you are serving. You might not need to spend money on a ramp if your ability demographic isn鈥檛 as focused on physical disabilities, but you could include a climbing device with different skill-level routes that would meet a variety of needs鈥攐r a spinner to provide regulation for a child who seeks out that sensory experience.

Anchorage Alaska鈥檚 State of Play initiative is a helpful example.听It鈥檚 a methodology for becoming a more inclusive park system that rated all public parks, Level 1 is the most inclusive and Level 4 is for play spaces that didn鈥檛 even meet ADA standards. They tackled the list over time, and from 2006 through now, they鈥檝e become a really inclusive parks system through retrofits, phasing, adding inclusive features as budget allows, etc.

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