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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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

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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.

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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

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

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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

The post Right-Sizing Schools, Part II: Turning Enrollment Decline into Opportunity appeared first on 糖心少女.

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By Greg Cromer

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. Over the next five years, the state is projected to lose more than 15,000 children ages 0鈥�17, as persistently low birth rates, high housing costs, an aging听population听and slower immigration reduce the number of school-aged students.听

With more families considering online programs, private schools or homeschooling, public schools across the country are facing declines in student enrollment, accelerating enrollment losses that exceeded 10,000 students this year alone, the largest drop since COVID-19. According to projections from the National Center for Education Statistics, this downward trend is expected to continue nationally, placing increasing pressure on district funding, staffing and long-term planning, especially in high-poverty communities where per-pupil revenue is critical.听

Within this challenge lies a strategic inflection point: declining enrollment is forcing long-delayed conversations around consolidation,听closures听and replacement, while simultaneously creating an opportunity to modernize aging facilities and rethink how space supports evolving educational models. As some districts grapple with underutilized buildings and shifting community needs, the question is no longer whether change is necessary, but how to approach it. Below are strategies to unlock strategic investment in existing assets, align facilities with evolving educational programs and position schools to attract and听retain听students in a more competitive, choice-driven landscape.听

1. Build flexible, data-informed facility plans

In neighborhoods with aging populations, schools are听operating听below capacity, prompting consolidation or closure, while growth areas on the urban fringe听and in听redeveloping corridors face rising demand and need targeted expansion. This divergence is pushing districts toward more nuanced, data-driven strategies that balance right-sizing in legacy neighborhoods with growth planning elsewhere.听

To respond, districts are adopting more disciplined, long-range planning approaches that integrate enrollment projections, birth rates, housing trends and migration patterns with facility condition,听capacity听and educational adequacy data. Financial modeling grounded in per-pupil revenue forecasts and capital funding scenarios helps weigh renovation versus replacement, while scenario planning prepares districts for shifting demographic and policy conditions. Paired with transparent, community-informed engagement, this approach enables districts to move beyond reactive decisions and build flexible roadmaps that align facilities with evolving programs,听optimize听existing assets and support long-term sustainability.听

2. Right-size school capacity through consolidation and reconfiguration

Many schools were built during the post鈥揥orld War II boom (1950s鈥�70s), with a second wave in the 1990s鈥揺arly 2000s tied to suburban growth. As a result, much of the portfolio, especially in established听districts,听is听now 45 to 65 years old, with some buildings exceeding 70 and requiring significant modernization. While newer schools exist in growth areas, portfolios are听largely defined听by older campuses in mature neighborhoods and newer ones on the fringe. This imbalance is driving complex capital decisions, as districts weigh modernization against replacement amid declining or uneven enrollment.听

Rather than defaulting to replacement, districts are rethinking aging assets and are prioritizing renovation and adaptive reuse to better match capacity with current and projected enrollment. At听Peakview听Academy at Conrad Ball, declining enrollment prompted consolidation efforts, with Thompson School District merging a middle school and two elementary schools into a听new schools听into a new PK鈥�8 campus designed to better align staffing,听programming听and enrollment needs. Similar models, including High Plains School and Riverview PK-8 School, reflect a broader shift toward right-sizing facilities while听maintaining听neighborhood access to education.听

This approach supports more strategic capital investment, reduces long-term maintenance听costs听and improves operational efficiency while enabling evolving instructional models. By听consolidating听underused facilities and reconfiguring grade structures, districts can better balance educational quality with fiscal responsibility, transforming aging infrastructure into more sustainable, future-ready learning environments.听

Stay tuned for Part II of this article later this week, focused on establishing shared understanding to align community and system needs and how to unlock value in existing assets.

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

The post Right-Sizing Schools, Part I: Turning Enrollment Decline into Opportunity appeared first on 糖心少女.

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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 Evelyn Long听

Modern educational institutions require engaging digital learning tools to meet the growing needs of students. However,听there鈥檚听also the challenge of combating screen fatigue 鈥� a common occurrence in the age of electronic devices. Integrating interactive, projection-based surfaces offers a smart solution that promotes digital learning while reducing the risk of technology overload.听听

The Rising Cases of Screen Fatigue听

Gadgets are indispensable in a modern student鈥檚 life. The increasing dependency on electronics is leading to听high levels听of screen time, with teenagers听听than those aged 12-14 to spend four hours or more on devices daily. This phenomenon can cause computer vision syndrome or screen fatigue, which听, blurred eyesight, trouble keeping eyes open and headaches.听

Aside from smartphones, computers and TVs, traditional screen-based technologies, such as tablets and smartboards, can contribute to this issue.听

How to Transform Surfaces into Interactive Learning Devices听

The prevalence of screen fatigue听necessitates听the development of more advanced technologies, such as interactive walls and floor-based activities. Here鈥檚 how designers and engineers can collaborate to build a space that fosters sustained student engagement and well-being.听听

Use Softer, Ambient Color Schemes听

Studies have shown that text colors and ambient light conditions can听听and impair cognitive performance. Calming colors, such as muted greens, blues or light grays, are excellent choices for interactive surfaces. This approach can help reduce overstimulation from bright hues.听听

Warm tones like yellow and orange must be used sparingly for interactive elements that need to stand out. A touch of red is enough to draw attention to a specific area or button, while yellow can be used to evoke excitement among students.听

Prioritize Projection Over Direct Screens听

Projectors offer more flexibility than direct screens, providing more visibility in large spaces. When the whole class can see it, they are more likely to engage in lessons, making it easier to learn and collaborate in rooms of听various sizes.听听

Some projectors听, which听contains听blue light wavelengths. Institutions and experts recommend using orange text on a black background, rather than the standard black text on white, to help boost viewing clarity.听

Select the Right Surface Material听

Professionals should opt for durable, nonreflective and light-colored matte finishes for floors and walls to ensure the projected image is clear and to prevent distracting reflections.听

For instance,听Viherlaakso听School in Finland introduced听iWall听鈥� an exercise gaming solution听听experience. It听utilizes听smart floors that are nonreflective, nonglossy, and free of any dark or busy patterns that could interfere with projection and motion tracking.听

Conduct a Thorough Site Assessment听

A thorough site evaluation is essential for renovating existing spaces. This is especially important in older school buildings because hazardous materials may be present. For instance, asbestos听, which is why the demolition or renovation of an asbestos-containing structure must follow the National Emission Standards for Hazardous Air Pollutants.听听

Project leaders听听to prevent exposure to hazardous materials during installation. They must also confirm if the rooms have adequate ventilation to dissipate the heat generated by projectors, sound听systems听and other electronic devices.听

Ensure Inclusive Access听

Interactive walls and floors encourage physical movement. A study suggests that whole-body play activities can听听and reduce negative behaviors. Research author and University of Delaware professor Anjana Bhat stresses the importance of gross-motor activities.

鈥淪uch regular physical activity has the potential to improve their child鈥檚 attentional focus, executive functioning, socialization, and would give them a sense of belonging/achievement, when done solo at home or in a small group format in the community,鈥� she says.听

Designers and engineers must develop the system to be usable by students with physical and cognitive disabilities. This includes ensuring gesture controls that are not overly dependent on precise fine-motor skills.听

Learn more about the benefits of interactive technology in schools in the听November/December Technology issue of 糖心少女.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 Evelyn Long

Maintaining healthy sleep-wake cycles helps kids stay alert, recall information and feel eager to learn. The associated behavioral benefits linked to a good night鈥檚 rest can support children in having productive relationships with their teachers and demonstrating the motivation to excel during tests and projects.

Professionals overseeing school designs should understand the connections between the body鈥檚 circadian rhythms 鈥� which regulate daily sleepiness and wakefulness 鈥� and learners鈥� outcomes.

The Impact of Circadian Rhythms on Learning Potential

Over the past 25 years, hundreds of schools in the United States have established later start times to align with sleep-wake cycles. Administrators did so after a growing body of research showed students whose school days match their circadian rhythms are more likely to feel energized and pay attention in classes, mutually benefiting themselves and teachers.

Kyla Wahlstrom is an educational policy researcher at the University of Minnesota who has studied the effects of school day timing since the 1990s. 鈥淎dolescent health is start times. This isn鈥檛 a silver bullet to improve test scores. It鈥檚 a public health policy,鈥� Wahlstrom said.

A 2025 study supported Wahlstrom鈥檚 assertion by revealing that adolescents perform better on cognitive tasks when they sleep longer. Although the investigation did not find a direct link with school achievements, the most each night did best on tests examining vocabulary, problem-solving skills, reading and focus.

Subjects in that group got an average of seven hours and 25 minutes of sleep per night and tended to go to bed and fall asleep earlier than their counterparts. In contrast, people in the two segments that scored lower slept up to 15 minutes less than the top performers. The result suggests even modest shifts supporting students鈥� ideal circadian rhythm cycles could facilitate learning readiness.

Additionally, a 2023 study of Australian students at a facility with 250 day attendees and 59 boarding school residents found those in the latter group , likely due to a structured routine that restricts nighttime technology use. This outcome emphasizes the need for adult involvement in developing appropriate sleep-wake cycles.

Blackout curtains can due to light sensitivity, while a familiar bedtime routine establishes consistency.

Applying Strategic Design Choices in Schools

School design and construction professionals can promote healthy sleep-wake cycles through strategic decisions.

Increasing Natural Light

Many classrooms only have artificial lighting. However, designing them to boost natural light through features such as floor-to-ceiling windows facilitates the sleep-wake cycle.

Mohamed Boubekri is an architecture professor at the University of Illinois at Urbana-Champaign who focuses on buildings鈥� impact on human health. 鈥淢y studies, as well as many others, have shown that we could be losing of sleep per night because of not having natural light in our workplaces or our classrooms,鈥� Boubekri explains.

In a study of Egyptian classrooms, researchers to investigate the impact on daylight illuminance and its effects on occupants. Those changes improved light distribution, minimized glare, and enhanced illumination in previously dark areas during critical working hours. The results showed the enhancements achieved effective circadian exposure levels for students, supporting their learning performance and health goals.

Designing Spaces for Intended Purposes

Those creating learning environments should consider how people use the room and shape their decisions accordingly. A naptime area for a preschool might feature smart lights that gradually dim to encourage kids to slumber and a soft color palette to promote relaxation.

Alternatively, bright hues , making them ideal for playgrounds and classrooms. Stylistic decisions can naturally signal when people should calm down or become more focused, depending on what particular parts of their school days require.

Installing Human-Centric Lighting

Human-centric lighting gradually shifts the illumination intensity and temperature, personalizing it to the time of day. This approach is ideal in buildings lacking abundant natural light.

A systematic academic literature review of the subject indicated it aligns with circadian rhythms. Applying it can and help them sleep better at night. Additionally, light levels tailored to activities can increase performance and comfort.

Reducing Blue Light Exposure

Fluorescent and incandescent bulbs emit highly concentrated blue light wavelengths in the 400-450 nanometer range, as does the sun. However, humans鈥� exposure to this type of visible light is higher than ever due to their use of screen-based electronics, which are also characterized by high amounts.

Christopher S. Colwell, a neuroscientist and professor in the Department of Psychiatry and Biobehavioral Sciences at the University of California, Los Angeles, explains why frequent screen use can disrupt sleep. Colwell mentions how light detectors in human retinas influence the hypothalamus, a part of the brain that controls hormones. 鈥淭heir only job is to it鈥檚 day or night,鈥� he says. 鈥淎nd it turns out this system is most sensitive to blue/green wavelengths.鈥�

Screens placed around schools to announce upcoming trips, deadlines and lunch menus give a high-tech look and eliminate disposable signs. However, they increase overall blue light exposure, making it harder for students to wind down at night. Designing screen-free environments supports sleep quality, helping learners wake up more refreshed.

Supplementing Design Decisions with Behavior Changes

School designs are essential, but the overall effects become more noticeable when educators suggest that parents and guardians make changes at home to support circadian rhythms. Similarly, construction officials engaging with families at meetings about upcoming projects should position this information as helpful to everyone, increasing adults鈥� willingness to alter schedules and behaviors and set good examples.

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

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By Shelby Hinchliff

In Fort Collins, Colo., what was once a dated 1980s office park is now a thriving junior high school campus: Liberty Common School. This ambitious adaptive reuse project exemplifies the opportunities of adaptive reuse and shines a light on how we can reimagine spaces to evolve as the community needs them to.

Designed with flexibility, efficiency and student well-being at the forefront, phase one of the new campus officially opened for the 2025-2026 school year. The full school will be completed in time for the 2026-2027 school year.

For Liberty Common, a charter-public school focused on a classical, core knowledge-based curriculum, the project offered an opportunity to give junior high students a space uniquely tailored to their needs without the cost or timeline of new construction. The facility鈥檚 location further bolsters the school鈥檚 historic role closing achievement gaps for its district鈥檚 low-income and minority students, for which Liberty Common School has achieved national recognition.

鈥淲e needed a space that would not limit our growth. Having a regulation sized gym, consolidated classroom spaces and a space to support performances and presentations elevates the experience of our students,鈥� said Kathleen Kearney, Liberty Common Junior High School principal and project manager. 鈥淭ransforming an outdated office building into a fully functional school campus takes a great deal of planning and coordination, but we are so proud of the final product. It was a rewarding experience to revitalize a space in Fort Collins rather than let it go to waste.鈥�

Reimagining space through adaptive reuse

Originally built as part of a suburban office park, the site presented clear challenges and unique potential. With flat, ribbon-windowed architecture typical of its era, the buildings were far from school-ready. But by reconfiguring the interiors, adding a connective structure between them, and completely reworking the site layout, the design team created a secure, efficient and inspiring learning environment.

The two existing buildings will house classrooms and administrative areas. A new addition, referred to as the 鈥渓oggia鈥� in a nod to Roman architectural tradition 鈥� will connect the structures and includes a regulation-sized gymnasium, multi-use cafeteria and a space to host concerts, musical-theater practice and presentations.

Parking areas will be replaced with green space, providing outdoor learning and recreation areas while supporting critical stormwater rerouting infrastructure.

Fast-tracked timeline and phased construction

Charter school construction typically requires 14-15 months for permitting, design and buildout. But strategic overlap in the design and construction process, along with a highly collaborative approach, allowed the team to deliver the project鈥檚 first phase in just 10 months, from design start to occupancy.

Phased approaches are beneficial to many different spaces, but especially critical for schools. In order to prevent any academic disruptions, Neenan and Liberty Common completed phase one, 19,000 square-feet of academic classrooms and administrative areas, in time for the 2025 school year. Phase two will include a second building, loggia, gymnasium, support spaces, specialty classrooms and site work.

With critical areas of the school fully operational, Neenan is working in lockstep with the school to coordinate daily activities. This high caliber of collaboration is needed to ensure student safety in the areas adjacent to an active construction site.

Navigating complexity with collaboration

Converting the office park into a school wasn鈥檛 just a matter of design. It also required navigating multiple layers of local and state approval. The teams worked with the City of Fort Collins to remove a public street between the two buildings, reroute stormwater systems and reconfigure vehicle access and parking.

The project remained on schedule thanks to close coordination among Neenan, the school, the city and the owner鈥檚 representative, Jeff Jensen.

鈥淏ecause we鈥檝e worked with Liberty for years, we were able to help them quickly weigh their options, support the financing package and push through approvals efficiently,鈥� said Bill Pigg, president of Neenan Archistruction. 鈥淭his project is a perfect example of how design-build can accelerate delivery without sacrificing quality.鈥�

Planning with purpose

Prior to selecting the site, Liberty Common considered multiple options, including a ground-up build and adaptive reuse of other properties.

Site selection is a critical component of setting up an adaptive reuse project for success. It is necessary to conduct a comprehensive evaluation. Ultimately, Liberty Common selected this site based on proximity to existing campuses, cost efficiency and design flexibility. Neenan supported the funding agreement by helping the school develop its financing package and understand the full lifecycle value of the adaptive reuse model.

Liberty Common School was an opportunity to translate the school鈥檚 classical academic philosophy into its physical environment. Architects worked to incorporate traditional design references while optimizing the functionality of a modern school. Classrooms were built with adaptability in mind, supporting future growth.

A model for charter school innovation

The Liberty Common Junior High stands as a proof-of-concept for adaptive reuse in K-12 education. This is especially impressive within the charter sector, where limited budgets and tight timelines are common.

By leveraging Neenan鈥檚 integrated design-build model, strong municipal relationships and deep understanding of charter regulations, Liberty Common gained a cost-effective, future-ready campus in record time.

Shelby Hinchliff is a Principal Architect at Neenan Archistruction.

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