听

The post Configurable Glass Skylights appeared first on 糖心少女.

The post Configurable Glass Skylights appeared first on 糖心少女.

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 .

The post A School Without Boundaries: How Architecture Can Become an Active Participant in Education appeared first on 糖心少女.

The post A School Without Boundaries: How Architecture Can Become an Active Participant in Education appeared first on 糖心少女.

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.

The post Beyond the Classroom: How Inclusive Playgrounds Are Revolutionizing Education, Part I appeared first on 糖心少女.

The post Beyond the Classroom: How Inclusive Playgrounds Are Revolutionizing Education, Part I appeared first on 糖心少女.

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 .

The post Redefining Ownership in Flexible Learning Environments: Empowering Students to Shape Their Educational Journey appeared first on 糖心少女.

The post Redefining Ownership in Flexible Learning Environments: Empowering Students to Shape Their Educational Journey appeared first on 糖心少女.

By Catherine Dalton, AIA, RID, LEED AP BD+C

When elementary and middle schools in the Seagoville, Texas, area began experiencing overcrowding, the Dallas Independent School District (Dallas ISD) faced a familiar dilemma: build more classrooms or rethink the system creating the pressure.

The district chose the latter.

Educational innovation is often associated with new programs, emerging technologies or specialized learning environments. Yet some of the most impactful innovations occur when planning, policy and design are intentionally aligned to solve complex challenges.

The resulting Seagoville PK-8 Campus Magnet Model demonstrates how districts can create long-term solutions that extend far beyond building another school. By aligning facility planning, enrollment strategy, and educational programming, Dallas ISD addressed overcrowding while expanding educational opportunities and supporting future community growth.

Framing the Challenge

As the second-largest school district in Texas, Dallas ISD serves more than 134,000 students and roughly 21,000 professional staff across 228 schools, including 135 elementary schools, 35 middle schools, 36 high schools and 22 multi-level schools.

As enrollment projections climbed, elementary and middle schools within the Seagoville feeder pattern began experiencing capacity challenges. At the same time, district leaders recognized another opportunity: expanding access to school choice programming in a region that historically had fewer magnet options than other parts of the district.

Rather than viewing these as separate challenges, Dallas ISD asked a broader question: how could one project simultaneously address overcrowding, expand educational opportunity and support long-term community growth?

Looking Beyond Capacity

Overcrowding is often treated as a space problem. Typical responses may involve adding classrooms, installing portable buildings, adjusting attendance boundaries or constructing another campus. While these solutions can provide immediate relief, they do not always address the underlying system that is driving enrollment pressures.

The most successful districts recognize that capacity planning should not happen in isolation. Facility decisions influence enrollment patterns. Enrollment policies influence access. Grade configurations influence student experience. Community demographics influence all of the above.

When these decisions are considered together, new possibilities emerge. For Dallas ISD, that meant rethinking not only where students would learn, but how the district could create a more flexible and resilient educational model for the future.

The Power of the PK-8 Model

The district ultimately selected a PK-8 configuration to relieve enrollment pressure across multiple grade bands simultaneously. The value of the model extends beyond capacity management.

Districts across the country have increasingly explored PK-8 configurations for their ability to improve continuity, reduce transitional disruptions and provide greater operational flexibility.

From a student perspective, a PK-8 campus provides continuity during critical developmental years, reducing transitions and fostering stronger relationships among students, staff and families. From a district perspective, it creates greater flexibility for managing growth across elementary and middle-school grades. From a community perspective, it strengthens identity and connection by allowing families to remain within a single learning environment for a longer period of time.

Most importantly, the building becomes a tool for implementing a broader vision.

The new Seagoville PK-8 is a 118,000-square-foot, two-story campus designed to serve 800 students from Pre-K through eighth grade. The school includes STEM, language and makerspaces; science laboratories; fine-arts programs; collaborative learning environments; and flexible instructional spaces that support a wide range of educational experiences.

When Enrollment Strategy Becomes a Planning Tool

One of the most innovative aspects of the project is that the solution extends beyond the building itself.

By prioritizing enrollment opportunities for students living closest to the campus, Dallas ISD created a direct mechanism for relieving pressure on surrounding schools. At the same time, remaining capacity is available through the school鈥檚 magnet model, expanding access to innovative programming for students across the district.

Rather than treating enrollment as an administrative exercise, the district used it as a strategic planning tool.

This approach accomplishes multiple objectives simultaneously:

• Relieves overcrowding in neighboring schools
• Expands access to school choice opportunities
• Increases educational access within the local community
• Preserves district-wide magnet enrollment options
• Supports long-term enrollment flexibility

Too often, enrollment policy and facilities planning are discussed independently. In reality, they are most effective when designed together.

A Campus Rooted in Place

What makes Seagoville PK-8 unique is the way the project leverages its site as an educational asset.

Located on a 100-acre, shared educational campus alongside an existing middle school and high school, the new school sits within one of the last remaining post-oak reserves in the city of Dallas. Rather than treating the natural environment as a constraint, the project team viewed it as an opportunity to enhance learning.

Educational walking trails, outdoor learning environments and ecosystem-based studies transform the site into a teaching tool. Students can engage directly with natural systems, exploring environmental science, ecology and stewardship through hands-on experiences connected to the campus landscape.

The result is a learning environment where education extends beyond the classroom walls and where the site itself becomes part of the curriculum.

The approach reinforces a broader lesson: effective educational planning extends beyond buildings and enrollment counts to include how students experience and engage with their environment.

The Importance of Early Alignment

Projects like Seagoville do not succeed because of a building alone. They succeed because district leadership, planning teams, designers and construction partners align around a shared vision early in the process.

One of the most valuable aspects of this effort is the willingness to evaluate educational goals, operational realities, enrollment strategy and facility planning simultaneously rather than sequentially. Difficult conversations occurred early, when decisions could still meaningfully influence outcomes.

That alignment helped avoid a common challenge in school planning: solving today鈥檚 problem in a way that creates tomorrow鈥檚 constraint.

Designing Opportunity

The lessons from Seagoville also extend well beyond a single project. As communities continue to grow and educational needs evolve, school leaders will increasingly face questions about capacity, access, equity and long-term adaptability.

The answer may not always be another classroom, addition or boundary adjustment. Sometimes the answer involves building smarter systems.

Seagoville demonstrates that the most effective school investments are not simply measured by square footage or seat counts. They are measured by a district鈥檚 ability to create opportunity, adapt to growth and position students for long-term success.

By aligning educational programming, enrollment strategy, campus planning and facility design, Dallas ISD transformed an overcrowding challenge into an opportunity to expand access, strengthen community connections and create a learning environment designed for future generations.

Catherine Dalton, AIA, RID, LEED AP BD+C, is the K-12 Market Leader at KAI Enterprises.

This article was originally published in the .

The post Transforming Overcrowding into Opportunity: Building Smarter Systems, Not Just More Classrooms appeared first on 糖心少女.

The post Transforming Overcrowding into Opportunity: Building Smarter Systems, Not Just More Classrooms appeared first on 糖心少女.

By Susan Haigh

It鈥檚 not unusual for architects to work closely with a handful of client representatives throughout a construction project. But when designing a 27,000-square-foot addition to the Brooklyn STEAM Center, a career and technical education hub, New York-based architecture, planning and interior design firm Spacesmith invited dozens of high school students into the design process.

During a series of design charrettes, 12 to 15 high school juniors and seniors representing the center鈥檚 various career pathways gathered with architects to share ideas and help shape the project. Later, as construction progressed, students in the STEAM Center鈥檚 Construction Technology program toured the site about once a month to get an up-close look at how the building was taking shape.

鈥淭his was an experiment for us,鈥� said Alexandra Korestki, Senior Associate at Spacesmith. 鈥淗aving so many more voices in the room, sometimes with wildly different or conflicting opinions, there was the worry about how can we deliver for all of them? How do we make sure that no one walks away disappointed?鈥�

Korestki credits Brooklyn STEAM鈥檚 leadership with making the collaborative approach possible.

鈥淯ltimately, having the students present for the discussions about project challenges and constraints, getting insight into all the factors that go into project decisions, not only helped get the buy-in from the rest of the student population, but also gave them a sense of ownership and responsibility for the space, even when some of their ideas from the charrette couldn鈥檛 be implemented,鈥� she said.

Designing with Students

Student input ultimately shaped key elements of the design. Early plans called for a single large common area that would serve as a gathering place for breaks and student events. But discussions during a pair of design charrettes, where students brainstormed and sketched ideas for their ideal space, convinced the design team that students and staff needed a variety of places to recharge rather than one central gathering area.

Those conversations revealed several recurring themes, including safety, representation, nature, joy and rest.

鈥淭hey described a need for quieter, calmer, low-stimulus areas to take a break when they鈥檙e overwhelmed or stressed from academic pressures,鈥� Korestki said.

In response, the design team was intentional about matching colors and textures with the scale and purpose of each space. Small 鈥渇ocus nooks鈥� 鈥� semiprivate niches at the ends of corridors, away from busy foot traffic but still within sight of staff 鈥� were designed with darker, monochromatic palettes intended to create a calming atmosphere. A lounge for small groups and the commons for larger gatherings, meanwhile, feature brighter colors and materials meant to encourage creativity and collaboration, she said.

Students continued meeting with the design team throughout the process, giving them an opportunity to see how their ideas evolved from sketches into finished spaces.

Empowering Students and Staff

At Brooklyn STEAM, which is located at the Brooklyn Navy Yard 鈥� a 300-acre industrial waterfront campus in Brooklyn, N.Y., that鈥檚 home to more than 550 businesses 鈥� students are treated and trusted as young professionals. Spacesmith leaned into that philosophy, giving students and instructors as much control as possible over their environment.

鈥淓verything is modular and easily movable, so the classrooms and common space can be reconfigured to suit daily needs,鈥� Korestki said.

Curved sofas in the commons can be arranged into 鈥渃oncave modules鈥� that encourage conversation or 鈥渃onvex modules鈥� that create more private seating areas facing away from others.

鈥淗aving choices and some control over how [the sofas] exist in the environment fosters that sense of ownership and some control and responsibility for the space that they might not have in a typical high school,鈥� she said.

The center鈥檚 addition opened in October 2025. Designed between July 2023 and May 2024, the project includes new classrooms, shops, lounge areas and administrative space. The expansion is anchored by an entry wall that features the school鈥檚 logo and tool-inspired motifs.

The expansion houses six career pathways: HVAC climate control systems, game design, industrial product realization, manufacturing, live production technology and audio engineering. Students enrolled at Brooklyn STEAM Center split their time between their traditional high schools, where they take academic courses such as math and English, and the STEAM Center, where they receive hands-on technical training.

Enrollment is expected to double to 600 students with the expansion, part of New York City Public Schools鈥� goal of preparing 100,000 students for market-aligned careers by 2030.

鈥淭his center connects our students to life-changing opportunities, and we are so grateful that this expansion will allow more students to gain these experiences,鈥� said former NYC Schools Chancellor Melissa Aviles-Ramos when the addition opened in October 2025.

Founded in 2017, the STEAM Center offers courses co-designed with industry partners, including many Brooklyn Navy Yard tenants. Students also participate in paid internships, site visits and other work-based learning opportunities with businesses across the campus.

鈥淏y placing education within our innovation ecosystem, we create the conditions for students to see themselves in the jobs of tomorrow and as a result see remarkable outcomes for students,鈥� said Lindsay Greene, President and Chief Executive Officer of the Brooklyn Navy Yard.

This article was featured as the Facility Showcase in the . To learn more about how the new facility was designed to be flexible for evolving programming, .

The post Full STEAM Ahead: A Newly Expanded Brooklyn STEAM Center Empowers Students and Staff appeared first on 糖心少女.

The post Full STEAM Ahead: A Newly Expanded Brooklyn STEAM Center Empowers Students and Staff appeared first on 糖心少女.

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

The post The Science Behind Better School Design appeared first on 糖心少女.

The post The Science Behind Better School Design appeared first on 糖心少女.

The architecture firm 听鈥斕齱ith听offices听in Santa Rosa, Calif.,听and Oakland,听Calif. 鈥斕齬ecently advanced听it鈥檚听2030 vision by听establishing听an office in Castle Rock, Colo.听The听nearly 80-person听firm now has three employees in Colorado听supporting听projects across the company and听as they听look to build a strategic pipeline of opportunities in听the region.听Led by Studio Director Joel听Williams,听AIA,听LEED AP, ALEP,听the team also includes听Project听Designers Joseph Puyot and Spencer Robinson.听

Williams joined听QKA in 2020听and听has more than 18 years of experience in education design, from听small classroom renovations to large-scale campus master planning projects. With a leadership听style rooted in collaboration and听communication,听he will build on his established client and听partner relationships to grow QKA鈥檚 presence in the Rocky Mountains.听听

“This听expansion is a natural extension of our community-minded work in听California and听offers great听opportunities to build our talent pipeline in a听highly desirable听region to live and work,鈥� Williams said.听

Williams, who will also share his insights at the 糖心少女 (SCN)听Design & Construction Symposium听in August, spoke recently with SCN to explain why Colorado is a compelling market for K-12 design, and how architecture can help schools do more with limited resources.听

SCN:听Colorado has seen significant growth and voter support for school bonds. How do you see those market conditions shaping the next generation of school design in the state?听

Williams:听Colorado voters approved听nearly听$6 billion听in new school bond funding in the 2024 election cycle, with听additional听measures听anticipated听on the 2026 ballot. That sustained community investment reflects the same conviction听we鈥檝e听seen across the Bay Area: that well-designed schools are worth funding, and that communities will听back听that commitment at the ballot box.听

The policy landscape is similarly aligned. Evolving energy codes in both states are driving demand for schools that prioritize efficiency, renewable generation, and reduced fossil fuel reliance. Sustainability strategies that were once aspirational鈥攄aylighting, natural ventilation, solar generation, stormwater management鈥攁re now baseline expectations in both markets. The frontier of the conversation has moved upstream, from operational energy use to the embodied carbon inherent in the materials and processes听required听to build and renovate in the first place.听听

The key distinction between the two markets is demographic. California enrollment is听largely stable听or slightly declining, while Colorado鈥檚 population growth is driving enrollment increases and expanding housing development across the region. That translates into demand for both new campuses and significant modernization of existing ones.听

SCN:听Many districts are balancing enrollment growth, aging infrastructure, and budget pressure. How can architecture help schools do more with limited resources?听

Williams:听There is no universal answer to the gap between funding and听need听that every public school district faces. Sometimes a creative renovation is the right investment; sometimes demolition and replacement of an aging facility is the better long-term decision. What matters is that the solution fits the place.听

In every case, the goal is the same: buildings that meet today鈥檚 needs while听remaining听adaptable, and that incorporate systems district facilities staff can听actually operate听and maintain effectively. Architecture helps schools do more with limited resources when听it鈥檚听rigorous about long-term cost of ownership, not just first cost鈥攁nd when听it鈥檚听honest about which investments will still be paying dividends in 20 or 30 years.听

SCN:听Colorado districts vary widely鈥攆rom fast-growing suburban systems to rural communities. How should education design adapt to听very different听local needs rather than relying on one-size-fits-all solutions?听

Williams:听Every project starts with active listening. Before we reach for a solution, we work to understand what a particular district, campus, and community actually听need. We have decades of experience in school design, but we focus more on bringing that听expertise听to creatively respond to a client鈥檚 goals than on telling them what they should think. The best designs respond to the constraints that make a school community and site unique鈥攏ot necessarily those with the largest footprint or the biggest budgets. Across a state as varied as Colorado, that posture听isn鈥檛听optional;听it鈥檚听the only approach that works.听

SCN:听You bring听nearly听20听years of education design experience. What are the biggest shifts听you鈥檝e听seen in learning environments over that time, and how will those lessons influence your Colorado work?听

Williams:听The biggest shifts听haven鈥檛听been in classroom layout or building configuration;听they鈥檝e听come from the systems, technology, and construction methods that make schools work听over time. As I mentioned previously, this is听apparent听in the shift in priorities听regarding听sustainability strategies. As certain strategies become the baseline, we can move to听focusing听more on concerns like embodied carbon.听听

That whole-lifecycle thinking, developed through years of California work, is a direct asset as Colorado districts make long-term infrastructure decisions. Our Colorado presence听isn鈥檛听designed to function as a stand-alone regional office; the vision is a distributed studio model鈥攐ne firm,听operating听across multiple geographies, carrying the same design standards, technical rigor, and culture that have defined QKA for four decades. For Colorado districts, that means access not just to a local team, but to the full depth of QKA鈥檚 institutional knowledge, built project by project, district by district, over 40 years.听

The post Joel Williams on Leading QKA’s New Colorado Office and Taking on a New K-12 Market appeared first on 糖心少女.

The post Joel Williams on Leading QKA’s New Colorado Office and Taking on a New K-12 Market appeared first on 糖心少女.

By Evelyn Long

School hallways often resemble rush-hour highways during class changes. Students bottleneck at stairwells and cluster near popular classrooms while other corridors sit empty. Many administrators interpret this congestion as a behavioral problem. However, the root cause often lies in the building’s design. 听

When architectural planning incorporates strategic wayfinding systems, particularly color-based zoning, schools can guide movement patterns naturally and reduce mayhem without听additional听staff intervention.听

From Chaos to Clarity听With听Architectural Wayfinding听

Wayfinding extends far beyond directional arrows and room听number听plaques. It听represents听a comprehensive design discipline focused on creating intuitive spatial navigation. For best results, it should be integrated from the design phase, but retrofitting color zoning can also work.听听

The most successful wayfinding becomes invisible to users. When people navigate a space without conscious effort or confusion, the system has achieved its purpose. Teachers and administrators can spend less time directing disoriented students, and children can experience less stressful movement around their school. Effective techniques also streamline visitor flow during events like parent conferences and open houses.听

Designing for Flow听With听the Principles of Color-Based Navigation听

Cognitive research confirms color鈥檚 power to act as a navigational tool. Studies听demonstrate听that people in color-coded environments听听when听locating听destinations. Color also听听and strengthens spatial orientation within complex buildings.听

Age-appropriate color selection matters significantly in school design. Young children are more likely to remember primary colors rather than complex hues like turquoise, which blends blue and green. Clear, distinct colors create stronger mental associations for developing minds.听

Designers can also manipulate spatial听perception听through strategic color application. Painting the shorter end walls of a long corridor in warmer tones creates visual balance and听,听making听the space feel less tunnel-like and more proportional. Students are naturally drawn to the warmer spaces rather than lingering in the blander hallway.听

Specific color applications can address different functional zones throughout a school:听

• Play areas:听Warm,听vibrant听and energetic colors create听appropriate atmospheres听for recreation and physical activity.听
• Year or subject zones:听Distinct color schemes delineate different grade levels or academic departments, helping students quickly听identify听their designated spaces.听
• High-traffic areas:听Lighter colors or neutral tones in busy environments like cafeterias reduce visual overwhelm and create calmer atmospheres.听
• Teaching rooms:听Painting the instructor’s听wall听a deeper shade directs attention forward and creates a natural focal point.听
• Corridors:听Color-coding doors and entryways by their specific zones听helps听students听identify听correct destinations. Painting waiting areas outside classrooms in matching zone colors psychologically discourages lingering for students who belong elsewhere while directing them toward听appropriate locations.听

Enhancing Safety and Ensuring Accessibility听

Clear navigational paths directly听impact听student safety by reducing congestion in high-traffic areas and ensuring efficient egress during emergencies.听

Accessibility compliance adds another critical dimension to wayfinding design. Under the Americans with Disabilities Act, functional elevators听听educational facilities. Color zoning around elevators helps students quickly听locate听these essential access points.听

Strategic painting choices can prevent congestion near elevators and other high-traffic areas. Using move-on colors or floor patterns that direct movement away from elevator lobbies prevents clustering. These visual cues guide students naturally without verbal instruction or staff intervention.听

Color Zoning in Action 鈥� Two Real-World School Designs听

Two international schools听demonstrate听how color-based wayfinding becomes an听integral part of the architecture听rather than superficial decoration.听

听in Greenland assigns each building a unique color paired with an animal theme drawn from Greenlandic fauna. This dual-coding system creates strong identity markers that young students recognize easily. Red linoleum flooring unifies all听common areas听throughout the campus,听establishing听visual continuity while individual building colors听maintain听distinct identities. The combination allows students to understand both their specific location and their position within the larger campus structure.听

听in Moscow听faced a different challenge when integrating new construction with existing buildings. Designers created a color-coded address system that assigned unique hues to different blocks, effectively unifying听the space听across old and new architecture. This system transformed what could have been a confusing maze into a legible campus where classroom locations become intuitive.听听

Many schools can听identify听where overcrowding occurs and even听understand听why bottlenecks form. However, implementation strategies often听remain听unclear. Some institutions recognize potential solutions, such as听,听but lack methods to encourage behavioral change. Color zoning provides听the听concrete implementation tool that bridges the gap between problem identification and practical听solution.听

Building the Future of Intuitive School Design听

Research-backed color zoning strategies demonstrate that architects and designers can create environments where movement flows naturally without constant supervision. Functional color can shape behavior, support accessibility and improve the daily experience for everyone who navigates the building. When educational facilities incorporate color zoning and wayfinding principles from the initial planning stages, they can create more efficient and welcoming spaces.

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

The post Are Schools Designed for Movement or Mayhem: Using Color Zoning to Direct Traffic appeared first on 糖心少女.

The post Are Schools Designed for Movement or Mayhem: Using Color Zoning to Direct Traffic appeared first on 糖心少女.

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

The post Designing the First Step: How Transitional Kindergarten Is Reshaping the Elementary Campus appeared first on 糖心少女.

The post Designing the First Step: How Transitional Kindergarten Is Reshaping the Elementary Campus appeared first on 糖心少女.