Issue and Proposed Solution:
Schools no longer function as “learning factories.” Educators are adjusting to meet the wide range of needs with growing research around factors such as neurodiversity, ACEs (adverse childhood experiences), and SEL (social-emotional learning). As a result of this shift, the number of adults present to support students in a typical elementary school has almost doubled since the 1960’s. Older school buildings were not designed to support the important work done by counselors, school psychologists, physical therapists, speech therapists, language and reading specialists, and others.
What was your approach in working toward a solution?
We work closely with learning specialists in school communities. We spend time in the building observing a day in the life of students and teachers, which has transformed our approach to design. Students are no longer removed from their classroom to meet with learning specialists grouped into one centralized resource area. Academic, social, and emotional success for all children now happens within and around the classroom, giving students all the tools they need to be successful.
How were you able to resolve/ minimize this challenge and what was the overall impact?
The designs our team co-create with districts consider the whole child and are focused on providing safe, accessible, inclusive, and engaging spaces of wonder. Classrooms are grouped into learning neighborhoods, smaller communities in the building that include a variety of environments. Solutions include agile spaces offering many types of play, such as multisensory or imaginative; integrating nature; and safe, quiet spaces that allow for emotional regulation.
Student-centered design meets a universal basic need by ensuring children feel like a valued part of their peer group while providing the opportunity for students to learn about each other’s uniqueness.
