Healthy Schools by Design

Healthy Schools

by Design

This is not a healthy schools’ moment, but a healthy schools’ movement.

April 2023

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Contents The report consists of the following sections: Introduction

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Holistic Framework

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Holistic K-12 School Design Environmental Considerations

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Healthy Furniture 10 Healthy Materials

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Social-Emotional Learning

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Riley’s Journey Outdoors and Siting

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Entry and Exit 20 Circulation Space 24 Classroom 28 Library and Media Center 32 Cafeteria 36 Restrooms 40 Nurse’s Office

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Gymnasium 48 Conclusion 52 References 54 Acknowledgments 56 About the Human Experience Lab 57

This document is focused on translating research into practical design solutions that promote health in our K-12 schools. The guidance provided is based on the available information as of the date of publication and does not replace federal, state, or local public health recommendations. It aggregates best practices and innovative solutions at the intersection of buildings and school health. We encourage schools to reach out and seek expert advice on their unique circumstances.

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This is not a healthy schools’ moment, but a healthy schools’ movement.

Executive Summary

Why keep reading?

Healthy Schools by Design synthesizes research at the

As we modernize our K-12 building portfolio, we have the

intersection of K-12 educational design and public health

opportunity to support higher educational outcomes,

research. It highlights a holistic definition of what makes

integrate emerging technology, promote physical and

a healthy learning environment for students and a

mental health, and adapt to new pedagogy for teaching.

productive workplace for teachers and staff. This white

For decades, we have focused on one environmental crisis

paper aims to empower school stakeholders by providing

after the next (asbestos, lead, air quality). To end this cycle,

key environmental and social considerations during

we must be driven by research and policy advancements

decision-making as well as integrating potential strategies

to act holistically. Without one commonly agreed upon

throughout the building for new and existing buildings.

definition for a “healthy school”, this report identifies over 20 factors to support a tailored healthy K-12 facility

Creating a healthy school environment requires early and

approach. With more than 100 strategies to put this research

ongoing conversations about health needs and priorities.

into action, the authors hope this becomes a catalyst for

This document serves as a conversation starter – helping to

your community.

identify critical questions and opportunities within your K-12 school facility.

We are the generation of the healthy schools’ transformation. This is not a healthy schools’ moment, but a healthy schools’ movement.

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Introduction

BY THE NUMBERS

Public Schools in USA (2) The World Health Organization states that “health is a state of complete physical, mental and social well-being and not merely the absence of disease or

98,000

infirmity.” (1) In 2020, the COVID-19 pandemic illuminated that K-12 schools have a tremendous influence on all aspects of both individual and community health, whether this involves disease transmission or accessing regular meals.

Schools act as a central health resource that can support community resilience, spirit both in “normal” times and when unexpected challenges and crises arise.

Yet, crisis often sparks transformative change. In light of this, we developed and gathered relevant research and innovative strategies to support future-focused schools. With thoughtful planning and integration, these strategies will help our schools be prepared and adapt quickly to whatever lies ahead.

Additionally, the pandemic underscored the need for an equity-focused

Public School Students (3)

50 million Building Gross Square Footage

7.5 billion Acres of land for schools

2 million

educational agenda. To that end, if we are to support healthy schools now and, in the future, we must confront and respond to the vulnerable students and communities.

ADDRESSING INEQUITY IN SCHOOLS

nj Environmental Injustice and Siting: create a universally safe and healthy environment for all students to learn in. nj Stability and Food Security: provide resources for basic human services so children have a foundation to grow from. nj Preexisting Conditions: account for people with respiratory conditions, obesity, and other ailments that may increase risk. nj Universal Design: modify wayfinding guidance and program for all students to move with ease.

Hours spent in K-12 School (4)

15,210

Average K-12 teacher tenure (5)

14 years

Average age of a K-12 building

50+ years

Our holistic framework promotes health and safety without compromising students’ learning potential.

“Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.” (9) ―The World Health Organization

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Holistic Framework Educational Adaptation

This holistic, solutions-oriented approach promotes health and safety without compromising students’ learning

We seek to support strategies that support behavioral,

potential. The needs and considerations of schools are vast

logistical, and technology flexibility during shifting

and nuanced. We address the most critical issues affecting

teaching needs.

schools through three lenses: Educational Adaptation,

Optimizing Flexibility

Health Promotion, and Risk Mitigation.

The ability to pivot—say, from one classroom space to Risk Mitigation

another, or from one way of teaching and learning to

It is essential to implement strategies that will help to reduce

for Learning guidelines are useful because they improve

another—is key to effective education. The Universal Design

adverse environmental exposures that influence school

and optimize the educational experience for all people,

occupant health and performance in our K-12 facilities.

and are based on the science of how people learn. (7)

The National Institute for Occupational Safety and Health

Other critical factors include limiting classroom disruption,

(NIOSH) has developed a hierarchical framework for

promoting learning, and fostering community without

controlling exposures to workplace hazards that can be

socioeconomic barriers.

applied to schools. (6) The Hierarchy of Controls informs a

Reimagining the Classroom

national initiative called Prevention through Design (PtD),

In order to navigate what comes next, we need to create

which we apply to the identification and organization of our strategies.

multi-faceted classrooms that offer increased control and

The following levels of control decrease in effectiveness as

accelerated by the pandemic – we are leveraging research

full access to technology. As education continues to evolve –

schools try to keep occupants safe:

to better understand how learning environments can

nj Elimination: remove risk of disease transmission in schools.

support students holistically.

nj Substitution: provide an alternative environment with lower or

Safety

no risk of disease transmission.

Schools are not going to go back to pre-COVID-19 operations. Education adaptation will be necessary for

nj Engineering Protocols: design to remove particles before they

continuity of learning and teaching under new restrictions.

come in contact with school occupants.

It will also increase schools’ resilience in the event of future

nj Administrative Controls: relatively inexpensive to implement

challenges and changes.

but require building occupants to carefully abide by strategies nj Personal Protective Equipment (PPE): keeps the individual safe

Health Promotion

as long as the PPE is worn properly and not damaged.

Our strategies aim to support the physical health, mental health, social cohesion, and a sense of belonging and safety.

Using the “Whole School, Whole Community, Whole Child” model from the U.S. Centers for Disease Control and Prevention (CDC), we identify a range of strategies to ensure

Health Promotion

Educational Adaptation

optimal well-being for everyone in the school community. (8) After all, schools are not just learning environments; they’re also work sites, community centers, food distribution hubs, and physical and psychological health service providers.

Risk Mitigation

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Holistic K-12 Schools: Environmental Considerations Indoor Environmental Quality (IEQ): “the conditions inside the building, which typically includes air quality, and access to daylight, views, pleasant acoustic conditions, and occupant control over lighting and thermal comfort.”

Indoor environmental quality (IEQ) is defined

While chronic absenteeism is impacted

as “the conditions inside the building, which

by many factors, the school environment

typically includes air quality, and access to

plays a role.

daylight, views, pleasant acoustic conditions, and occupant control over lighting and thermal comfort.” (10)

Healthy schools can have a positive impact on students’ ability to be present and fully engaged in learning. The EPA even notes it

Research shows IEQ of the built environment

is essential for teacher and student health.

impacts human health. For a school, it has

According to the EPA, high performance,

a direct impact on student and teacher

healthy schools see many benefits,

performance, as well as a sense of comfort,

including: (16)

health, and well-being. (11)

• Higher test scores,

Within a school, 90 percent of the occupants

• Increased average daily attendance,

are rapidly developing children and women of reproductive age. (12) As such, this population is more vulnerable to poor IEQ. Yet the EPA estimates 46 percent of US public schools have environmental conditions contributing

• Reduced operating costs, • Increased teacher satisfaction and retention, • Reduced liability exposure, and

to poor IEQ. (13) These conditions exacerbate

• Reduced environmental impacts.

other health issues, such as asthma. Childhood

While the EPA focuses predominantly on air

asthma is the leading cause of student

quality, other environmental considerations

absenteeism, with over 10 million days of school

play a role in student and teacher health and

missed annually. (14) The US Department of

performance.

Education considers chronic absenteeism a hidden educational crisis in schools. (15)

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Natural Lighting Daylight is the volume of natural light that enters a building between sunrise and sunset as direct, indirect or diffused sunlight. (17) Natural lighting strategies allows us to create a visually stimulating, well-lit, and productive

Natural Light

environment. (18) For school designers, proper daylighting

Thermal Comfort

Acoustics

can ensure lower artificial light energy use and promote school occupant health. (19) (20) Children spend up to 40

Environmental Considerations

hours in school and are more sensitive to daylight exposure than adults because they have larger pupils. (21) (22) They also have significantly greater light-induced melatonin

IAQ

suppression, with younger children having the greatest

Nature

circadian-system sensitivity to light exposures. (23)This biological connection means that by introducing sunlight to

Indoor Air Quality

classrooms, students and teachers can feel more energized

Indoor air quality (IAQ) is a composition of particle and

and have greater psychological wellbeing. Studies show

gaseous indoor pollutant that can be controlled by the

that poor lighting is associated with eyestrain, fatigue,

mechanical system or natural ventilation. (36) IAQ also

headaches, and reduced alertness. (24)

requires regulating humidity, indoor temperature, and

Thermal comfort

moisture. (37) Studies have shown that poor indoor air quality in classrooms can be associated with headaches,

Thermal comfort is the perception of comfort with respect to

dizziness, asthma, and absenteeism, as well as poor student

temperature, air movement, and humidity. (25) Children are

attendance and test scores. (29) (38) (39) (40) (41) (42) There

more sensitive to higher temperatures than adults because

are easy solutions. HVAC systems with airborne particle

of their higher core body temperature and less developed

removal, air conditioning, and personal thermal control have

thermoregulation capabilities. (26) Many factors impact

been associated with improvements in performance. (43)

personal comfort including gender, age, activity level, size,

Nature

metabolic rate, and insulation through clothing. (27) (28) Studies have found student learning and performance

Direct contact with nature and natural views has

are sensitive to both extreme cold and extreme heat in the

psychological and physical impacts on student and teacher

classroom. (29) (30)Good thermal comfort can also apply

well-being and productivity. (44) (45) Access and views to

outdoors on school playgrounds, when there is increased

nature can provide a calmer, safer context for learning. (46)

physical activity and heat exposure. (31) Viruses like influenza

Access to nature restores attention function, specifically

can spread more easily in cold weather and in low humidity

green views and biophilic design, have been shown to

environments. (32)

improve memory, creativity, and attention, as well as reduce stress and absenteeism. (47) (48) One of the biggest benefits

Acoustics

of being outdoors is that it creates a stimulating learning

School acoustics often focus specifically on the traditional

environment that breaks up the day. Physical movement

classroom, where up to 60 percent of activities involve

can allow for students to exert stored energy, thus limiting

verbal communication between teachers and students. (33)

potential outbursts.

Proper acoustic design should not be isolated to the learning space; all rooms in the school are affected by acoustics and ultimately impact students’ health. For instance, gymnasiums typically have hard surfaces that bounce noise around the space, often exceeding the noise threshold associated with heightened risk for hearing loss. (34)For students in art and music classes, research found children in poor acoustic environments tend to be less creative and focused. (35)

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Rodriguez Elementary School, San Marcos, Texas

Furniture should be part of the healthy materials conversation!

Flexible seating options that allow students to wobble, rock, bounce, lean or stand can increase oxygen flow to the brain, while movement in the classroom has been associated with improvements of on-task behavior. (58) However, flexible furniture may create challenges when completing individual tasks, social distancing, or finding replacement parts. (59) A diversity of spaces and learning environments can create a welcoming, more inclusive space for all students while giving them self-efficacy to make decisions on where is best to learn for them.

Additionally, for furniture purchased prior to 2014, the products most likely includes flame retardants, a chemical additive previously added to reduce flammability. Because flame retardant chemicals are not covalently bonded to fabrics and upholstery foam, they can migrate into the air.

These chemicals have been linked to negative health effects, including hormone disruption, impaired brain development, liver damage and cancer. (60) As a result, newer products incorporate labels marked “contain NO added flameretardant chemicals”.

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Healthy Materials From the cells in the human body to a sense of belonging,

Visually Appealing

building materials can impact health and well-being. A micro

The appearance of materials can have an impact on our

to macro approach calls attention to all materials within the

brains. Material selections that mimic nature, increase

school environment.

exposure to natural light, and elicit emotions through color can help to support increased well-being.

Consider Chemical Composition

Biophilic Design

It is often the case that as older buildings deteriorate, they

In a world where 25.1 percent of students have anxiety,

increase student and staff exposure to harmful substances

school design needs to support positive mental, physical,

that have carcinogenic and neurotoxic properties. (49)

and social outcomes. (53) Biophilic design has the potential

This can include lead in chipping paint or drinking water,

to improve student wellbeing by encouraging positive

asbestos from insulation or tiles, Polychlorinated Biphenyls

attitudes, reducing stress, and decreasing mental fatigue.

(PCBs) in light ballasts and peeling caulk, or mercury in

(54) Thoughtful biophilic intervention can support SEL

lighting.

readiness, increasing students’ ability to self-reflect, set goals, build empathy & relationships, and make responsible

Support Auditory Processing

and caring decisions. (55)

Materials have acoustical properties that can enhance the

Reflectivity of Daylight

experience of teaching and learning.

Studies show a positive correlation between daylight and

Acoustical Dampening

student performance. (24) Daylight and natural views

Reverberation time is an acoustical measurement for how

synchronize the body’s natural circadian rhythm, thus

long sound lasts inside a room, which depends on the size

influencing mood, alertness, and concentration. To maximize

of the room and the surface finishes within. The addition

the amount of daylight in a room, light colored surfaces

of “soft” materials such as acoustical ceiling tiles or sound

should be selected. These light surfaces bounce additional

absorbing wall panels can reduce reverberation time for

light deeper into the room. (56)

an enhanced auditory experience, while carpet flooring is

Color

better suited to muffle noise while students and furniture

Research shows us that learning is enhanced when multiple

are moving around. Depending on the use and scale of a

senses are stimulated. (57) Color can help keep students

teaching space, sound energy coming from the teacher’s

activated when incorporated appropriately so as not to

voice will require a balance of both reflective and absorptive

overwhelm. Less saturated, but bright colors have been

surfaces to maintain appropriate speech intelligibility for

shown to boost mental energy. Color can be incorporated in

student learning. (50)

a variety of ways, including paint and graphics.

Prioritize Maintainable Finishes Consideration of material selection also includes durability and maintenance. Finishes and materials that can be easily cleaned and maintained (non-porous) improve longevity,

Healthy can be cost effective!

prevent the need for harsh chemical cleaners, and lower costs of maintenance and replacement. (51) Integrated pest

When selecting materials, durability, cost, and

management and green cleaning products reduce toxic

availability are the main decision drivers. However,

exposures, reduce asthma exacerbations, increase safety

the immediate and long-term consequences of

for staff and students, and save money for the district. (52)

material selection, require a more holistic decision-

Stackable, easy to move furniture provides opportunities

making approach that accounts for costs associated

for diverse learning pedagogies, easy cleaning for custodial

with school occupant health and illness.

staff, and customizable spaces for teachers.

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Holistic K-12 Schools: Designing for Social-Emotional Learning Social-Emotional Learning (SEL): “the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships and make responsible and caring decisions”

Students spend approximately 15,000 hours

fact, a 2019 study of 213 SEL programs found

in school before graduation. (4) After a child’s

that 27% of students saw an improve in their

home, school is the second most influential

academic performance. (64) Additionally, the

place in a child life, according to the American

study found 24% of students improved social

Academy of Pediatrics. (61) As such, schools

behaviors and exhibited lower levels of distress.

are uniquely positioned to bring a holistic

Ultimately, SEL improves lives over time. A study

approach to a child’s health. Schools not only

published in the American Journal of Public

facilitate learning, but they also build self-

Health found significant associations between

esteem, and provide socialization, counseling,

kindergartner’s social emotional skills and

medical services, food, laundry facilities,

future wellness into adulthood. (65)

physical activity and more. To better support students, schools are expanding their focus through social-emotional learning (SEL).

The Collaborative for Academic, Social and Emotional Learning defines SEL as “the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.” (62) Emerging evidence suggests SEL curriculum benefit children’s social, emotional, and cognitive development. (63) In

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In 2022, the US Department of Education published a report for Designing and Implementing Social Emotional Learning Programs to Promote Equity. (66) The report highlights the benefits of SEL for an equitable society, but through the lens of the curriculum and training of staff and families. This report and much of the existing research does not mention the role of the built environment in promoting SEL. By following the six principles of SEL through the design lens, there is a holistic, evidence-based approach to support the students.

Flexibility

Communicative

According to research, emotional awareness, expression,

An identity-focused school tells a story by sparking

and regulation differ by student demographics. (67) With

emotional human connections and supporting a common

the diverse student population in today’s schools, social-

vision and mission. Through architecture, interior design,

emotional learning programs must be adaptable for specific

and graphics, communicative spaces can establish and

student needs to effectively improve social-emotional

reinforce a school’s values and expectations. Thoughtful

competencies. As such, flexible learning environments need

communicative graphics and signage can indirectly mitigate

to be able to rapidly adapt to support the needs of students

implicit biases, racial anxiety, stereotype threat, and hate,

across grade levels and abilities. These adaptations may

which diminish student performance. (70) At the same

range from hourly changes, such as reconfiguring furniture,

time, these design elements can create an environment

to wholescale repurposing for a new school year.

where students feel welcome in their community. Social and graphic wayfinding can support safety and security for all

Customization

occupants by positively reinforcing students’ self-worth,

Customizing learning spaces can take place in new

facilitating ease of movement through the space without

construction, as well as existing buildings to respond

consequence, fostering inclusion of the greater school

to students’ physical, educational, cultural, and social-

community, and supporting students of all abilities. (71)

behavioral needs. Often, tailored learning spaces are

Collaborative

heavily influenced by principles of Universal Design for Learning. (7) As highlighted in UDL research on student

At the heart of learning is collaboration, human connection,

learning, spaces need to facilitate and balance features to

and engagement. Collaboration is an essential social

support all sorts of learners: visual, auditory, kinesthetic,

development skill that has implications for future job

as well as reading and writing. Personalized learning

performance, building healthy relationships, and conflict

spaces respond to rapidly developing students as each

resolution. (72) Design can support deliberate, formal

child brings a unique personal narrative to their learning

collaboration while also providing opportunities for

environment. (68)

spontaneous human connection. Through breakout areas, learning pods, and social spaces, collaboration areas allow

Visibility

for students to engage with one another. This supports

Visibility is the ability for students, teachers, and staff to

a social learning pedagogy- in which humans learn best

see one another throughout the building. It encompasses

by observation and interaction. In this collaboration

the idea of “to see and to be seen.” In his book, “Visible

zones, students can learn teamwork, communication and

Learning Into Action,” author John Hattie makes the case for

problem solving.

visible learning in which he argues for learning by watching.

In schools, learning by watching can take place on an insular level within a distinct space. (69) Yet by introducing transparency, there is the opportunity for greater exposure with effects that ripple through the building and its occupants. For instance, connectivity to transparent breakout rooms creates sightlines to all learning spaces.

This allows for teacher supervision, while giving students independence needed grow.

Flexibility

Customization

Visibility

Principles of SEL-Informed Design Communicative

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Collaborative

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A DAY IN THE LIFE

Follow Riley on a journey through school In the pages that follow, we invite you to imagine how these design interventions will impact Riley, an imaginary— but very real—student. We owe it to students like Riley to make school buildings as inviting, safe, and healthy as they can be.

Continue Riley’s journey at healthyk12.perkinswill.com

Outdoors and Siting Before a student ever enters a school building, the location and surroundings can have both a short- and

Top Health Considerations

long-term impact on health. Environmental and social drivers can influence student performance by impacting a student’s physiology, psychology, cognitive function, growth,

01.

and behavior.

Traffic-Related Air Pollution

While the pandemic underscored the importance of outdoor spaces, studies have shown that students with greater access to these spaces had better mental health, higher

02.

test scores, and lower chronic absenteeism. Ultimately,

Noise Pollution

outdoor environments in academic settings play a critical role for students’ overall wellbeing, regardless of a public

03.

health crisis.

Green Space

O.9 Rooftop PV array

O.1 Accessible outdoor learning spaces

O.21 Solar orientation

Lisle Elementary School, Lisle, Illinois

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Traffic-Related Air Pollution

Noise Pollution

Proximity to major roadways and industrial sites can

In addition to air pollutants, vehicular traffic also contributes

adversely impact children. In a 2017 study, nearly 8,000 US

noise pollution. A study by the CDC found that 14.9% of

public schools were within 500 feet of highway, truck routes,

children between the ages of 6 and 19 had impaired hearing

and other roads with significant traffic. (73) Further, public

in at least one ear. (89) While personal devices played a high

schools with a high percentage of low-income students,

volume can contribute, so can noise pollution. The WHO

eligible for free and reduced lunch were more likely to be

defines noise above 65 decibels (dB) as noise pollution and

near major roadways. (74) For the roughly 4.4 million

poses a critical environmental threat to health. (90) Children

students attending school near a roadway, they are likely

are especially susceptible to the effects of noise pollution. A

exposed to high levels of traffic pollution. Exposure to air

longitudinal study in Barcelona, Spain assessed the impact

traffic pollution has long-term effects, especially for

of traffic noise on child cognitive development. (91) The study

respiratory health. The combination of developing lungs,

found children exposed to about three times more noise

smaller airways and higher breathing rates result in greater

pollution had memory development that was 23% slower

exposure to air pollutants relative to size for children in

and attention ability development 5% slower over the course

comparison to adults. (75) Further, traffic-related

of a year. Children need quieter environments for learning, in

air pollution:

comparison to adults.

• Can distract from learning (76),

Green Space

• May lead to potential cognitive impairments (77),

Green spaces, such as tree cover, plants, and shrubs have

• Prevent the opening of windows or outdoor play (78),

been associated with impacts on student performance.

Schools with more trees were shown to have higher test

• Exacerbate asthma and other respiratory health

scores and lower chronic absenteeism. (92) Research has

conditions (79),

shown the connection between green space and overall health. A report by UNICEF highlighted the necessity of green

• Reduce lung function later in life (80).

spaces, especially in urban areas. (93) Many studies note

• Associated with lower standardized test scores

physiological benefits, such as reduced levels of stress

(81) (82) (83).

hormones and blood pressure when children are exposed to

Adult faculty and staff on school grounds are also at risk.

green spaces. On the academic performance side, though, a

Traffic-related air pollution has been linked to negative

study in Illinois noted students with green views recovered

adverse pregnancy outcomes. (84)

more quickly from stress and scored 14% better on tests of

As a result, the US EPA recommends school districts avoid

attention compared to students with no windows or

sites near major roads or truck routes. In 2015, the EPA

barren views. (94)

released a guide for reducing road pollution at

Activities in nature may benefit children socially, including

schools. (85) (86)

improvements in self-esteem, confidence, resilience, and

Yet traffic-related air pollution extends beyond proximity to

stress. (95) Green spaces can be utilized in a variety of ways,

roadways. The School Bus Fleet Fact Book 2023 estimates for

from play spaces, to classrooms, to dining spaces. Eating

the 2021-2022 School Year, 489,748 school buses transported

outside is a welcomed break and opportunity to recharge.

47,802,752 public school students daily. (87) Anti-idling bus

Research shows greater time spent outside is even

policies vary across the U.S., but the U.S. Environmental

associated with healthier dietary patterns in children. (96)

Protection Agency’s Clean School Bus National Idle

Time spent outdoors also increases levels of Vitamin D, which

Reduction Campaign has research and strategies for

is essential for children’s growth and development. According

protecting students from the health impacts of diesel

to CHOP, spending 15 to 30 minutes outside stimulates the

exhaust pollutants. (88)

production of Vitamin D. (97) Offering outdoor dining allows students to experience both physical and mental health benefits.

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Education Adaptation

Example Design Strategies for

Outdoors and Siting

Health Promotion Risk Mitigation

STRATEGY O.1 O.2

Create accessible outdoor learning spaces with WiFi, power outlets, and durable furniture in various sizes.

Reduce urban heat islands by promoting the use of green or cool roofs, shade trees, landscaping, and reducing impervious surfaces.

O.3 O.4

Plan for post-Construction stormwater management.

Special attention should be paid to site selection to account for the proximity to industrial sites, major roadways, and oil and gas wells to avoid outdoor air pollution concerns.

O.5

Enforce anti-idling measures to prevent exposure to diesel exhaust that may lead to indoor air quality concerns, asthma exacerbations, and the unnecessary burning of fossil fuels. Avoid intake louvers near drop off and pick up sequences.

O.6

Incorporate wildfire mitigation strategies that work for your local area: when appropriate, include wider roads surrounding the school, create gravel buffers between buildings, include nearby irrigation sources, have steel framing, and biodegradable flame retardants.

O.7 O.8

Use a land berm to protect the school site from sea level rise and flooding events.

Strategically place trees to reduce indoor thermal gains, provide views of nature, and maximize daylight during the day as well as during power outages.

O.9

Provide rooftop PV arrays or PV canopies over parking to generate electricity on site.

O.10

Elevate the building, roads, and critical infrastructure above the floodplain, to prevent the school from becoming an island during extreme weather events.

O.11 O.12

Include opportunities for nature-based curriculum.

Use structural soil in urban landscapes that contains larger solid particles to promote larger tree canopy and optimize greenspace.

O.13

Account and mitigate sources of outdoor noise to reduce disruptions to class by physical placement of the building on the site, and the inclusion of acoustical buffers indoors and outdoors. Locate sensitive program spaces away from exterior noise and consider acoustically insulated windows.

O.14

Employ rain gardens and other “soft” storm water strategies before or in addition to engineered solutions such as, underground storage and leeching tanks.

O.15

Use permeable pavement where possible to reduce storm water runoff and increase infiltration (not all permeable pavement is created equal, some like crushed stone are low-maintenance while others such as permeable asphalt need to be “vacuumed” to maintain optimal permeability).

O.16

Select play equipment that encourages open-ended and imaginative play also known as “Natural Playgrounds”.

O.17

Include movable/flexible furniture that can be reconfigured to varying educational needs.

O.18

Specify native, drought-tolerant species that provide habitat for local fauna. Include identification markers on plantings to create additional learning opportunities.

O.19

Provide wheelchair accessible outdoor learning and play space to ensure an equitable natural environment.

O.20

Extend WiFi to school grounds including fields and parking areas.

O.21

Account for solar orientation to optimize daylight.

CATEGORY

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Case Study:

Lisle Elementary School Lisle, Illinois 1. Site The elementary school site can qualify as an arboretum with its numerous native plantings, trees, and shrubs.

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2. Bus Lanes Lisle Elementary School uses buses with biodiesel fuel. The National Biodiesel Board notes biodiesel “lowers particulate matter by 47 percent, reduces smog, and makes

3

air healthier to breathe.” (98)

3. Parking Lots To regulate traffic and parking, there are multiple lots for visitors, parent drop-off, and staff, respectively. This maintain safety on the campus for each of the buses, cars, and pedestrians.

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4. Playgrounds and Greenspaces Children can see outside from any point within the building, and can easily access the outdoors both visually and physically. The design intent was to create a dynamic learning environment within the context of the surrounding landscape.

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Entry and Exit A student’s sense of safety, motivation, belonging, and school pride begins at the schoolhouse door. Every day,

Top Health Considerations

around 25% of Americans enter a school as teachers, students, staff, or administrators. This critical part of the building can have acute (daily) and chronic (monthly, yearly)

01.

exposures that have both social and physical implications.

Safety

Entries should also incorporate features related to Universal

02.

Design for Learning (UDL). UDL provides multiple means of engagement, representation, and expression. This provides

Community Engagement

opportunities to those who may have different auditory, visual, or mobility abilities. To promote individual’s health and sense of safety, every entrance and exit can include signage with both symbols, colors, and words that can direct people

03.

to the entrance and exit during an emergency.

Sense of Belonging

E.13 Easy stair access

E.3

E.1

Touchless hardware

Track pad

SAGE Center- North Kansas City Schools, Kansas City Missouri

20

Safety

Sense of Belonging

According to the National Center for Education Statistics, in

Schools are meant to be places of learning; places where

the 2020-2021 school year, there were 93 school shootings, in

students feel safe and welcome. A school entry should aim

which a gun was “brandished or fired on school property.”

for security, but not at the expense of student mental health.

(99) Despite this number, the National Institute of Justice

According to the CDC’s Youth Risk Behavior Surveillance Data

notes violent school shootings create the perception that

Summary & Trends Report for 2011-2021, more than 4 in 10

schools are dangerous places for children. (100) In fact, a

(42%) of students felt “persistently sad or hopeless” and

2015 study by the FBI noted only 0.3% of homicide occurred

nearly one-third (29%) experience poor mental health. (109)

on school property. (101) Gun violence is a serious issue in the

While these numbers are likely influenced from the COVID-19

US, but it is less likely to occur in schools than in almost any

pandemic, students need to feel welcome and safe returning

other location.

to their school buildings.

Crime Prevention through Environmental Designs (CPTED)

Safety can be achieved in a variety of ways- from security

focuses on “improving the design of the built environment to

systems to visibility through design interventions. Visibility is

help reduce opportunities for disputes and violence and

a primary feature of a healthy school entrance. First, good

promote positive behavior.” (102) The CDC created the CPTED

visibility can let administrators know who is approaching the

School Assessment tool for a balanced and layered

school. (110) Second, the symbols and signs that are visible

approach to safety that seeks to deter, detect, and delay

when people enter the school can contribute to the

threads. (103) These approaches have proven effective in

perception of facility’s quality. For students, this is an

decreasing incidents of crime, while improving the

opportunity create a welcoming atmosphere. A well-

quality of space.

designed entrance can use design elements such as branding to:

Community Engagement

• Tell a story,

While school entrances should be designed for security, they are also community gateways. A single-point entry vestibule

• Support a common vision,

ensures visitors check-in properly before being entering. (104)

• Spark human connections,

This ensures safety for both the students and faculty. At the

• Trigger pride,

same time, having the doors open to family members and

• Create a sense of belonging, engagement,

the greater community creates important connections.

and ownership.

Research shows that family engagement impacts student success. In fact, students whose families are involved in their academics are more likely to have higher grades and test scores, attend school regularly, have better social skills, show improved behavior, and adapt well to school. (105) For some families, this active engagement takes place in their own home. The school building itself can be another location for active family engagement. Per the National Center for Education Statistics, students in kindergarten through 12th grade had parents on average attend 6.5 school-related activities in the 2018-2019 school year. (106) The top events attended by parents were parent-teacher association

97.1 percent

meetings, school or class events, and parent-teacher conferences. (107) These events, along others such as sporting events, musical performances, and career days open the school to families for active engagement, that

of schools surveyed in the School Survey on Crime and Safety reported using some form of controlled access to the building during school hours. (111)

ultimately benefit the student. However, many families face challenges that restrict their ability to attend events in-person at the school building. The State Support network offers strategies for Equitable Family Engagement. (108) 21

Education Adaptation

Example Design Strategies for

Entry and Exit

Health Promotion Risk Mitigation

STRATEGY E.1

Install track pad at every entrance to reduce outdoor contaminants from soil (lead, heavy metals) that contribute to indoor dust. This can be surface installed or part of a recessed system. Make sure the trackpad is flush with the entrance, so it is ADA accessible for wheelchair users and blind/low-vision individuals.

E.2

Create an entry sequence that allows for safety (e.g., health check, visitor check-in) by providing a secure vestibule. Elements may include a window check-in and thru-wall drawer to share visitor information.

Proactively manage visitors and how they access the building with their understanding that they may be momentarily inconvenienced with questions and perhaps a quick background check.

E.3

Install touchless hardware technology (motion-activated, foot-activated, voice-activated, etc.) to reduce fomite transmission and allow easy access for visitors of all abilities. Include signage and graphics that advises students and staff how touchless technology is operated. Provide technology at different heights for wheelchair users.

E.4 E.5

Include hand washing/sanitizing stations at entrances and exits.

Include the Universal Design for Learning framework when addressing entry and exit strategies (UDL). Include mobile and fixed announcement and wayfinding signage and graphics. Incorporate QR codes for interactive features and screen readers.

E.6

Orient school entrances away from major traffic roads to reduce exposure to outdoor air pollution during rush hour and protecting bike and pedestrian safety from high-speed traffic.

E.7

Use signage to designate entry and exit doors to reduce bottlenecks in doorways and provide one-way traffic.

Provide visual landmarks to support student wayfinding, especially in younger grades and elementary schools.

Use color contrast that accounts for students with color blindness with clear text and scale. Include tactile elements and Braille.

E.8

Provide adequate frontage to avoid congestion between vehicles and protect pedestrians entering the building.

E.9

Provide a clear single point of entry after the school day starts to support wayfinding for outside visitors, clear views to see who is approaching the school for safety and discourage easy access with doors that easily lock. Secure windows and doors knowing that a door left propped open will quickly undermine other security measures.

E.10

Secure after school activities by creating a clear division between academic and extracurricular activities.

Layer the building from the front entry inward with secure zones that can be locked down when necessary.

Manage after school activities when multiple visitors are present on campus and in the school.

E.11

Use CPTED-informed risk-reduction approaches including monitored entrances and exits, internal locks, limiting the number of entries, removing dense foliage around the site where intruders can hide, and limit hidden stairwells.

E.12

Make entrances and exits fully accessible. Replace or co-locate stairs with ramps, when possible, at entrances.

E.13

Incorporate clear, easy access to stairs to promote physical activity and clear signage for elevators or ramps for wheelchair users and individuals with limited mobility.

E. 14

Provide wayfinding cues on the floor including color and texture contrast to support low-vision learners.

E. 15

Incorporate daylighting at the entrance to support student alertness early in the day.

E. 16

Provide signage at the entrance that empowers students and staff, reflects school culture, and creates an inclusive community.

CATEGORY

1

Case Study:

Barrington Early Learning Center Barrington, Illinois 1. Secure Vestibule The new Early Learning Center is an addition to the existing Prairie Campus of Barrington Middle School. While the ELC operates separately from the Middle School, each school shares a common vestibule for access between schools and community functions at the middle school’s gym.

2

2. Entry The entrance to the building is centrally located for both students and visitors use. The admin suite is located directly to the side, for proper visitor check-in.

3

3. Safe Learning Environment The building design provides a safe learning environment without sacrificing openness. The central corridor and classroom villages are separated from the controlled main entry vestibule to effectively create a self-contained school area.

23

Circulation Space The stairwells, corridors, and elevators within our schools are spaces nearly every occupant uses. A student may

Top Health Considerations

not have class in room 203, but probably uses the hallway that passes by that classroom. Acting as connective tissue, thoughtful corridor and stairwell design can support social

01.

emotional well-being. By offering variety and flexibility

Visibility

circulation spaces can give students agency, support collaboration, reduce density when needed, and reinforce

02.

school values.

Wayfinding

In addition to being a pathway, circulation areas can extend classroom environments through planning, strategic signage, innovative furniture, and smart design.

03.

Collaboration

CS.6 Daylight in stairwells and corridors

CS.4 Stairwell width

CS.3 Central stair location

Billerica Memorial High School, Billerica, Massachusetts

24

Visibility

Collaboration

The CDC and Department of Education define bullying as

Thoughtfully designed circulations spaces can support both

three core elements: 1) unwanted aggressive behavior; 2)

structured collaboration and spontaneous human

observed or perceived power imbalance; 3) repetition or high

connection. Developing collaboration skills is an essential

likelihood of repetition of bullying behaviors. (112) The 2019

skill for social development and has implications for future

Indicators of School Crime and Safety report found

job performance, building healthy relationships, and conflict

nationwide, 20% of students ages 12-18 experienced bullying

resolution. (72) In fact, the International Encyclopedia of the

in some form. Of those students, 43.4% of bullying too place

Social and Behavior Sciences indicates that childhood

in the hallway or stairwell. (113)

friendships are good for kids’ mental health. (118) These friendships can begin organically in collaboration zones in

Long hallways with limited glass, turns, and alcoves can

the hallways. Spaces beyond the classroom can be activated

create blind spots in natural surveillance. A more open,

as breakout areas, learning pods, and co-teaching spaces.

transparent design with windows and clear lines of sight can

These collaboration zones extend learning beyond the

reduce bullying opportunities. This visibility allows adults to

classroom to foster a learning neighborhood. (119)The

supervise students. Long hallways with greater visibility may

International Association for K-12 Learning highlights

allow adults to detect bullying and harassment more quickly

learning neighborhoods as opportunities for form

and prevent students from participating in risky behavior.

community, both for students and teachers. (120) In a study

(72) In the past, opaque structures like walls and doors

by George Washington University, professors were more

separated rooms from the hallways and stairs. With

likely to help or collaborate with teachers within their “zone.”

transparent glazing, there is an uninterrupted line of sight

(121) That study supported another published in the journal

while also establishing interconnectedness. (114) To further

Sociology of Education that casual meetings enhanced

that connection, dispersing teacher and staff meeting areas

teachers’ professional development. (122) Designing

and lunch spaces throughout circulation areas can foster

neighborhoods with collaboration spaces ultimately offers

passive supervision, collaboration, and support.

benefits to students and teachers. (123)

Wayfinding Learning neighborhoods can be reinforced through graphics and wayfinding strategies. Each unique neighborhood can have distinctive colors, quotes, and icons to create a set of graphic landmarks. These landmarks can improve a child’s route learning ability, a skill important for navigation in the future. (115) They act as spatial cues to help students, faculty and any visitors understand where they are and where they need to go. In fact, clear wayfinding is associated with reduction in anxiety and increases efficiency for students, staff, and visitors. (71) Wayfinding strategies do not need to be solely signage. Clever use of color, branding, texture, and materials can orient users, and reinforce a sense of school spirit. These graphics can also encourage healthy behavior, such as taking the stairs. Wayfinding and design strategies can turn stairs from means of egress into gathering spaces.

25-30 percent

Learning stairs are often included as a connection between levels. Learning stairs foster community and collaboration, while also promoting physical activity. (116) (117) The benefits can be further highlighted through design strategies, such as

of a school’s total square footage is corridor space.

This valuable space can be utilized in a variety of ways for learning. (124)

signage and graphics.

25

Education Adaptation

Example Design Strategies for

Circulation Space

Health Promotion Risk Mitigation

STRATEGY CS.1

Increase the width of corridors to allow additional space for social distance and movement. Limiting the number of lockers to less than 1 locker per student can provide more room for circulation. Students can sign up at the beginning of the year for a locker.

CS.2

Diversify space types within circulation zones to include individual nooks and areas that support medium and large groups of students to increase collaboration and offer additional square footage when needed.

CS.3

Locate stairs near entry to support physical activity and overall wellness. For individuals with mobility impairments, provide clear signage for elevator use.

CS.4 CS.5

Increase the area within stairwells to offer additional space and to support one-way movement.

Include intermediate handrails at stairs for safety and to promote one-way traffic. Encourage the practice of good hand hygiene.

CS.6

Include daylight in corridors and stairwells to shorten the survival time and transmission of infectious particles and support human health.

CS.7

Display signage with easy-to-understand language and symbols, positive messaging, and minimal text to promote healthy actions and support wayfinding. Be sure to account for students who are color-blind, language learners, or visually impaired.

CS.8

Include transparent design that supports clear lines of sight to reduces bullying opportunities in corridors and stairwells.

CS.9

Design for acoustics to minimize sound transmission across corridors and between corridor and classrooms for increased speech intelligibility, which may create background noise for learning or overstimulate students with Autism Spectrum Disorder (Williams et al, 2020).

CS.10

Allow for classroom expansion into corridors through movable partitions and garage doors

CS.11

Incorporate variety of lighting to maximize visual acuity along a hallway and support wayfinding and safety.

Use general and ambient lighting to illuminate the space and task lighting to highlight exits, wayfinding cues, and points of interest (e.g. student art).

CS.12

Creating distinct landmarks can help young students navigate corridors. Use architectural gestures through form, color, or materiality to articulate the corridor and reduce monotony.

CS.13

Include accessible water fountains located near student spaces for maximum hydration.

CATEGORY

1

Case Study:

Campus International School Cleveland, Ohio 1. Group Work Areas Shared project areas outside of each classroom allows for visual connectivity within the classroom, but also to all four levels.

2

2. Branding through Color A gradient of color incorporates school branding, while also giving each floor level a unique identity.

KITCHEN AT LEVEL 1

CAFETERIA / COMMONS

GYM AT LEVELS 3 & 4

AT LEVEL 1

3. Atrium

3 CLASSROOMS

CLASSROOMS

COMMUNAL SPACE

CORE

CORE

The building stacks up efficiently on four levels surrounding a central, naturally daylit atrium.

4

TEACHER PLANNING

COLLABORATIVE COMMONS

COMMUNAL SPACE

CLASSROOMS

TEACHER PLANNING

4. Gathering Space

CLASSROOMS

Gathering the entire population of the school at least once a week is essential to the program, thus the large atrium space can be used for this purpose.

PLAYGROUND N

27

Classroom Classrooms are where students and teachers spend the most time in a school day. With most schools over 50 years

Top Health Considerations

old, classroom design does not reflect new technology, research, or pedagogy. According to UNESCO, 21st century instruction is based on three pedagogical principles:

01.

personalization, participation, and productivity. With

Environmental Quality Factors

classroom instruction evolving, the physical design of the space must also evolve. (125) Each classroom is a community that supports students, staff,

02.

and the surrounding neighborhood. This can be achieved by

Flexibility

giving special attention to teaching styles, student age and ability, social and environmental climate, building age, and

03.

design. To ensure optimal health and learning potential, we have identified strategies to support overall wellbeing and

Neurodiversity

achievement within the classroom.

C.12 Daylight

C.2 Collaborative Space

C.17 Acoustic Surfaces

Lisle Elementary School, Lisle, Illinois

28

Environmental Quality Factors

Neurodiversity

Environmental factors like daylight, temperature, air quality

Neurodiverse or neurodivergent is a nonmedical term that

and noise all impact student learning, communication, and

highlights brain development or response differences across

collaboration. However, examination of only one

people and includes conditions such as dyspraxia, dyslexia,

environmental factor at a time, may limit the holistic benefit

attention deficit hyperactivity disorder, dyscalculia, autistic

to the student. For example, windows provide important

spectrum and Tourette syndrome. (132) (133)

circadian light that is essential for student alertness and the

Neurodivergence in K-12 classrooms influences children’s

sleep-awake cycle. Classroom design should account for

sensitivity to light, noise, color, and clutter, and may be

glare (especially with the growing presence of screens in

associated with other developmental delays or disabilities.

classrooms), privacy from internal and external distraction,

The emergence of technology and “Smart” classroom design

and unintended thermal gain during hot, bright days.

can adjust classroom conditions to respond to child needs

However, natural light may not provide enough illumination

such as dimmable lighting, responsive air filtration, or color

throughout the classroom. Dimmable, artificial circadian

changing classrooms, and empowers children to learn in the

light often complements window design. The time to act, to

style that suits them. (134) (135) Similarly, consistent design or

balance student outcomes with energy demands, is early in

layout between classrooms may help students who prefer

the design process – in engineering or environmental

routine and can anticipate where to find resources within

analysis of the school building.

their learning environment. Research on the impacts of K-12 school building design on neurodiverse students and

Flexibility

teachers is still emerging. Understanding that one size does

Flexible classroom layouts are increasingly used to influence

not fit all should influence classroom design to support all

student engagement, participation, and overall learning

learners equitably.

experience. In the past, learning spaces consisted of individual desks facing a teacher podium at the front.

Studies found this layout results in a more lecture-based teaching style that limits student engagement, active movement, and participation. (126) Today, teaching and learning best practices focus on collaboration through project-based learning. (127) Teachers can use moveable furniture to meet a range of instructional purposes by easily transitioning from small to large group discussions, and support independent focus work or class presentations. At a high school in Illinois, a redesign with mobile furniture saw a 39 percent increase in group work. (128) Similarly, a study in the United Kingdom noted flexibility as a major factor in adapting to new curriculum needs and challenges. (129) Flexibility in the classroom can be strengthened by increasing electrical outlets and opportunities to charge individualized technology. Flexible design impacts the level of student engagement and academic success. In fact, one study recorded higher English, Mathematics, and Humanities test scores for students in flexible classrooms compared to peers

14 percent

in traditional classrooms. (130) The study noted the flexible classroom employed a student-centered pedagogy for student choice in where and how to learn. Flexible design

of public school students receive special education services. Children across the disability spectrum have been found to have higher levels of anxiety and depression compared to the general U.S. public (136)

with a variety of types of seats and tables allows students to pick what works best for them. This mimics the coffee shop idea, where students choose from a variety of alternative seating options and workspaces. (131)

29

Education Adaptation

Example Design Strategies for

Classroom

Health Promotion Risk Mitigation

STRATEGY C.1

Zone classrooms to include quiet areas or zones (nooks, pods, coves, etc.) for heads-down work and larger spaces for collaboration and group learning.

C.2

Include large and small collaborative areas adjacent to classrooms that create opportunities for interactions between classes for community building.

C.3

Increase visibility by using transparent solutions including strategic glazing and adjacencies to optimize learning and enhance collaboration.

C.4

Promote diversity of teaching methods by offering teachers and students flexibility by including features such as garage doors, moveable furniture, dual purpose walls (writable/projectable), and modular walls that create a variety of space types.

C.5

Provide classroom technology to increase continual learning opportunities: 360-degree cameras, microphones, multiple fixed and portable screens, and amplified acoustical systems so students can participate in-person or remotely.

C.6

Extend technology and internet to allow for maximum flexibility, including outdoor learning spaces.

C.7

Provide desks, storage cubbies, or lockers with charging ports or include additional outlets, as individualized technology increases the need for power for each student.

C.8

Provide flexible, mobile, in-class storage to reduce physical and visual clutter, increase ease of cleaning, and promote focus.

C.9

Provide alternative furniture (such as adjustable height desks and rocking chairs/ottomans). Studies show improvements in physical activity and attention for elementary students when a variety of options are provided.

C.10

Cohesive and strategically located wayfinding graphics and colors foster a welcoming, accessible learning environment.

C.11

Offer direct and indirect access to the outdoors through windows with views of nature and access to outdoors for nature-based learning opportunities.

C.12

Optimize daylight for student alertness and to help regulate circadian rhythm. Orient the building on an EasyWest axis to maximize sunlight while optimizing thermal and lighting needs.

C.13

Incorporate operable windows for greater thermal control, psychological comfort, and increased natural ventilation during power outages.

C.14

Use enhanced daylighting strategies (including light shelves, high reflective surfaces, skylights, etc.) to bring sunlight deeper into the space, while preventing increased solar radiation and glare.

C.15

Place main return and supply mechanical systems in the corridor to serve each classroom independently to limit sound transfer from one room to another.

C.16

Design and/or provide classroom temperatures between 68F - 74oF to support student performance and comfort.

C.17

Enhance acoustical performance by increasing ceiling absorption (> .90 NRC), selecting flooring materials that dampen noise, and using sound absorption on strategic walls and at specific heights.

CATEGORY

1

Case Study:

Drew Charter School Atlanta, Georgia 1. Project Based Learning Project-based learning facilities offer teachers and students a 21st century educational program in which students develop the interdisciplinary skills they will need to be successful in a highly technological society.

2

2. Multi functional Spaces The building layout opens the school by interspersing the shared classrooms and project labels, resulting in a series of multi functional spaces designed to promote collaboration while maximizing daylight and views.

3

3. Activity Based Layouts Spaces support project-based learning, collaboration, and peer-to-peer learning, creating a sophisticated, flexible, and technology-rich academic environment that feels more like college than secondary school.

4

4. Flexible Furniture Classrooms and project lab areas embrace maximum flexibility with open space and moveable furniture.

31

Library and Media Center Libraries have evolved from physical book storage into spaces that celebrate knowledge and innovation. Studies

Top Health Considerations

have demonstrated that students in schools with library programs score higher on standardized tests in comparison to peers without similar resources.

01.

Effective library programs are a combination of both

Student Learning and Achievement

certified school librarians and dedicated physical space. The design must accommodate and support a variety of needs- from quiet study spaces to active group project zones.

02.

This redefining transforms the space into a point of universal

Social Development

convergence. The 2017 NMC Horizon Report highlighted this convergence as “students are relying less on libraries as the

03.

sole source for accessing information and more for finding a place to be productive”. (137) In response, libraries must

Community Engagement

adapt and be increasingly flexible in terms of space and technology to accommodate the evolving needs of learning.

L.5 L.3

Quiet nooks

Storage on wheels

L.11 Appropriate height bookshelves

Windermere Elementary School, Upper Arlington, Ohio

32

Student Learning and Achievement

Social Development

Libraries have always been a cornerstone of knowledge.

For students, in addition to intellectual skills, non-academic

While the objects now include both books and digital

proficiencies such as competence and self-regulation are

resources, the idea remains the same: libraries foster a

also crucial to future academic success. (140) The National

learning culture for all. Research has shown that school

Early Childhood Longitudinal Study Kindergarten Cohort

libraries assist in student progress to achieve educational

highlighted the importance of social skills. (144) The results

goals and benchmarks. (138) Literacy and reading

showed “children with a combination of low/average reading

capabilities are considered valuable skills developed during

skills and higher levels of social skills performed better on

childhood. (139) However, the impact of these academic skills

later academic assessments than children with similar

can vary based on gender, socioeconomic status, and English

reading skills but lower levels of social skills during

proficiency, in the United States. (140) The National

kindergarten.” As such, social development has the potential

Assessment of Education Progress (NAEP) assessment is given

to impact future academic outcomes and school libraries are

to students in grades 4, 8 and 12. The assessment measures

in the unique position to impact this development. The

students’ reading comprehension. (141) In 2019, only 21

American Association of School Librarians (AASL) offers the

percent of low-income fourth graders scored at or above the

Standards Framework for Learners as a comprehensive guide

proficient level as measured by students eligible for National

for library programs to foster student success. (145)Within the

School Lunch Program (NSLP). In contrast, 51 percent of all

document, social skills are highlighted, most notably through

fourth graders scored at or above proficient. School libraries

the “Collaborate” Shared Foundation. As defined in the

can help students achieve the critical fourth-grade

framework, “Collaborate” aims for students to “work

benchmark. In fact, 73 percent of students who used the

effectively with others to broaden perspectives and work

school library had higher literacy scores than the average

toward common goals.” The framework considers the library

student who did not. (142) For low-income students, school

as a space to shape a “culture of collaboration across the

libraries and certified librarians offer opportunities to

learning community”, thus highlighting the importance of

engage with and gain knowledge in a safe space. Having a

social development.

haven to read, explore, and learn, especially for students

Community Engagement

who do not have access at home, leads to higher confidence

School Libraries can foster social connections- between

and enjoyment of reading and writing outside of class. (143)

students, librarians, and the greater community. As of 2013, 24 percent of public-school libraries allowed community members to use the library. (146) The American Association of School Librarians (AASL) hopes to increase that number by emphasizing the benefits of student-community collaboration. (147) Partnered with the American Library Association (ALA), AASL created Libraries Transforming Communities, an initiative highlighting libraries’ role as part of the community. (148)The initiative offers a toolkit to help achieve this goal. The resources range from information on book mobiles to event suggestions for civic and community engagement. Librarian Julie Malek in Denver, Colorado notes “the more people you bring into the building and they see what’s happening, the more invested they become. We

96 percent

need that partnership. The students need that partnership.

And the teachers need that support.” (149) At Malek’s middle and high school, bringing community volunteers into the

of Americans agree school libraries are important because they give every child the opportunity to read and learn. (150)

school is vital to the library. Originally intended to strength children’s confidence in reading, the program became an opportunity for connection.

33

Education Adaptation

Example Design Strategies for

Library and Media Centers

Health Promotion Risk Mitigation

STRATEGY L.1

Provide fully integrated technology to support virtual engagement, This can include: mobile charging stations, microphones, and amplified acoustics systems so the school community can engage in person and remotely.

L.2

Provide multiple portable flat screens available to allow flexible collaboration and support librarian-led lessons.

L.3

Provide storage on wheels to reduce clutter and increase ease of cleaning.

L.4

Offer direct access to and views of the outdoors so students have the opportunity to read, learn, and collaborate outside.

L.5

L.6

Include quiet areas (nooks, pods, caves, etc.) for heads-down focused work.

Provide charging ports or include additional outlets, as individualized technology increases the need for power for each student.

L.7

Provide digital devices/tools to allow easy access to information (i.e. e-books, computers, tablets, wi-fi)

L.8

Select or replace old furniture with products free of antimicrobials, flame retardants and PFAS chemicals

L.9

Locate library within floorplan so easily accessible from main entrance for community engagement.

L.10

Include variety of services such as printing areas and meeting spaces for community use and engagement with students.

L.11

Consider appropriate height for bookshelves based on anthropometric data of average student based on age.

CATEGORY

1

Case Study:

Billerica Memorial High School Billerica, Massachusetts 1. Collaboration Spaces Centrally located off the heart of the atrium, the learning commons act as a hub for student learning. Within the library, places for small group collaboration and informal learning act as an extension of the classroom.

2. Library Mission

2

Reflecting the new brand and visual identity, the Learning Commons adopted the mission statement: “Information Power: Building Partnerships for Learning.” The library media program places a focus on information literacy and authentic student learning.

3

3. Town History A dedicated area showcases a special piece of the past. A feature wallcovering depicts the original town deed from 1655. Artifacts from that era are displayed in the room, connecting the students and community with the history of the area.

35

Cafeteria Schools do much more than educate children, they also offer numerous physical and social services including a

Top Health Considerations

reliable source of food. In 2021, UNICEF and the World Food Programme estimated 370 million children are dependent on school meals for daily access to nutritious food. During the

01.

2020-2021 school year, Boston Public Schools provided over 5

Socialization

million meals to students and families.

02.

However, these social hubs support children’s health beyond

Restoration

the provision of healthy food. For many students the space

03.

offers a space to connect with friends or recharge their batteries for the rest of the day.

Nutrition

04.

Hydration

CF.4 Natural light

CF.5 Acoustic surfaces

CF.3 Outdoor dining

Johnston High School, Johnston, Iowa

36

Socialization

Nutrition

Mealtime is an important period in the day as it provides

Proper nutrition improves a child’s behavior, school

opportunities to share culture, knowledge, and ideas as well

performance, and overall cognitive development. (156)

as create dynamic friendships. A 2006 study highlighted the

Federally funded initiatives, such as the National School

unique ways mealtime support children’s growth, specifically

Lunch Program (NSLP), serve over 29.6 million students

through listening and observing others and gaining

nationwide. (157) Children who participate in the program

sociocultural language competency. (151) It is also a

have better overall diet quality than students who do not

necessary break from instruction as it is one of the few

participate. The program also lowers food insecurity by

moments during the day when social and emotional skills are

nearly 4 percent. This is crucial for children’s wellbeing as

actively used.

food insecurity leads to hunger; children and adolescents experiencing hunger have been shown to have higher rates

A School Nutrition Association (SNA) study from 2018

of behavioral, emotional, mental health, and academic

determined the typical lunch period lasts 25 minutes for

issues. (158) School meal programs also play an important

elementary schools and 30 minutes for middle and high

role in obesity prevention. (159) Students who eat school

schools. (152) The CDC recommends schools structure the

meals are less likely to have nutrient inadequacies and are

lunch period time to ensure students have at least 20

more likely to consume fruit, vegetables, and milk. This is

minutes of seat time to enjoy their meal and socialize. (153)

timely given nearly 1 in 3 children are at risk for preventable

According to CDC, seat time is distinct from the total lunch

diseases due to being overweight or obese. (160)

period, as it does not include waiting in line to get a meal.

The American Academy of Family Physicians notes the

However, research has shown that school-based nutrition

importance of socializing to allow students sufficient time to

education is not enough. Cafeteria design can encourage

relate to others and feel refreshed for the afternoon. (154)

healthy-eating behaviors and attitudes. Researchers at the University of Virginia developed the Healthy Eating Design

Restoration

Guidelines for School Architecture. (161) Their tool focuses on

Lunch is also a great time to offer students much needed

design to affect eating behaviors. The tool highlights the

downtime. Cafeterias are a hotspot of sensory stimuli

influence the built environment has on behavior. (162) School

including auditory, visual, smells, and taste, which may

meals and design can educate students on what healthy

overwhelm students. When the focus is solely on

nutritional standards are and positively impact food

socialization, there is a missed opportunity to support

selection and consumption.

students who would benefit from quiet time to recharge their

Hydration

“social batteries”.

Adequate hydration can help children maintain a healthy

In a review of 21 scientific articles, researchers identified built

weight, reduce dental cavities, and improve cognitive

environment characteristics that may support students who

function. (163)(164) Yet, nearly half of school-aged children

have increased or decreased sensitivity to environmental

are under hydrated, while 1 in 5 adolescents do not drink any

sensory cues including children with autism spectrum

water during the day. (165) Schools can keep students

disorder (ASD). (155) The review highlighted several

hydrated by promoting access to water with multiple stations

improvements, which may impact cafeteria design:

throughout the building, especially in locations where food is

• Reducing stimuli to lower student arousal.

served. In a cross-sectional study of 651 low-income 3rd -5th

• Increasing time or providing transition spaces that

graders, researchers found that on average, students drank

support students moving from classrooms, food

more than two times from a school fountain or water bottle

services, and eating.

filling station compared to bottled water, but this decreased when water safety decreased. (166) Unfortunately, old

• Limiting noise or creating quiet spaces to support

infrastructure with lead-contaminated pipes, a

students who are hypersensitive to noise levels.

neurotoxicant commonly found in schools built prior to the

• Increasing wayfinding for clear, consistent movement

1991 Lead and Copper Rule, can lead to single use water

as students access food and find seating.

bottles. (167) Access to safe, clean drinking water is critical for health. There is no safe level of lead. Therefore, it is important for access to healthy hydration sources.

37

Education Adaptation

Example Design Strategies for

Cafeteria

Health Promotion Risk Mitigation

STRATEGY CF.1

Locate kitchens along vehicular access road where food distribution can be easily accessed when building is closed during an emergency.

CF.3

Offer direct access to outdoor dining opportunities so students can eat outdoors.

CF.4

Incorporate natural light when possible or artificial lighting that mimics natural light.

CF.3

Prioritize equipment in the kitchen that helps provide fresh produce over processed food (e.g. better refrigeration).

CF.4

To reduce lead exposure in drinking water and increase water consumption, install and maintain filters or new fixtures (e.g., water bottle refilling stations) and provide bottled water until changes can be made. If you do not know the status of school water, get it tested.

CF.5

Include acoustic panes and other materials that promote appropriate acoustic levels that support communication and collaboration.

CF.6

Disperse drinking fountains and water bottle filling stations throughout building for convenient access to fresh drinking water.

CF.7

At servery, include an express check-out lane to increase efficiency for students.

CF.8

Incorporate signage and graphics that promote body positivity, healthy food choices, and behaviors.

CF.9

Mitigate additional sensory issues (auditory, visual, or olfactory) that may overwhelm students (e.g., higher ventilation to manage food smells, or smaller eating nooks with less distractions).

CF.10

Offer food options at age-appropriate height to promote visibility and increase ease of choice, (e.g., glass and sneeze guards).

CF.11

Select a variety of cafeteria seating and table options to accommodate social distancing, different social needs, body types, and opportunities for collaboration, individual study and classes during non-food service hours.

CF.12

Select hard, non-porous, and durable furnishings that respond well to frequent food-grade cleaning and reduce the spread of bacteria.

CF.13

Provide hand sanitizing or handwashing options at the entry to and exit from the cafeteria to prevent the spread of microbes between high touch items.

CF.14

Supporting student well-being by offering multiple options and choice in terms of the variety of food and the time at which students eat.

CF.15

Establish student-run green teams in charge of recycling and composting to create a sense of community and pride in the cafeteria.

CATEGORY

1

Case Study:

Eastside Early College Memorial High School and International School Austin, Texas

1. Views Located just outside the city of Austin, Eastside’s cafeteria offers students an expansive view of the city downtown.

2

2. Outdoor Connection In warm weather, students can open operable windows for a breeze of fresh air while enjoying the outdoor view.

3. Social Hub While the cafeteria functions as a dining facility, it also acts as a connective tissue for other school functions. Nearby, performance spaces, a central courtyard and flexible group space have the opportunity to expand into the cafeteria for use.

3

39

Restrooms The term restroom is a uniquely American word from the early 1900s. Coming from a history of upscale restaurants

Top Health Considerations

offering a place for guests to “rest” comfortably near the toilet area. In K-12 schools, restrooms are not just as places of bodily necessity but self-expression, socialization, and

01.

relief from academic stress.

Sanitation

Hygienic restrooms are also essential for student and staff

02.

safety. As Water, Sanitation, and Hygiene Strategy, the World Health Organization (WHO) recognizes access to toilets as a

Physical Accessibility

priority for public health.

Today and to support future-ready goals, holistically healthy restrooms require cleanliness, sanitation, and a dedicated

03.

approach to inclusivity.

User Diversity

R.5 Touchless fixtures

R.2 Accessible facilities

Spaulding Rehabilitation Hospital, Boston, Massachusetts

40

Sanitation

User Diversity

Schools with clean sanitation facilities can promote health. A

Gender: Studies have found transgender youth are more

systematic review found poor sanitation facilities were

likely to face mental health challenges than cisgender

associated with higher rates of infectious, gastrointestinal,

youths. (179) A cross-sectional study of transgender and/or

neuro-cognitive, and psychological illnesses. (168) (169) Per

nonbinary youths found that 58% reported feeling

the study “ensuring ready access to hygienic toilets that offer

discouraged from using the restroom that corresponded to

privacy to users has great potential to beneficially impact

their gender identity. (180) Among those who experienced

children’s health.” Additionally, a 2018 Society for Women’s

bathroom discrimination, 85% reported depression and 60%

Health Research survey noted students lack consistent and

seriously considered suicide. As a result, many students avoid

reliable access to restrooms. (170) Holding in urine has

using the restroom entirely. Yet studies show that welcoming,

detrimental health effects, such as increased bacteria

safe school environments result in lower rates of depression

spread, weakened bladder muscles, leakage, and makes

and suicidal thoughts. (181)

people more susceptible to urinary tract infections.

Age and Development: Adolescence begins with puberty

According to the American Urological Association, 1 in 5

and is characterized by significant changes in hormone

young girls have bladder and bowel dysfunction and carry

levels, physical appearance, and psychological and social

these problems into adulthood. (171) School restrooms need

characteristics. Adolescence is associated with a specific

to offer basic supplies to promote healthy sanitation. (172)

vulnerability to mental image disorder and body

Per the CDC, in 2019, 22 million school days were lost annually

dissatisfaction. (182) Puberty physical and mental body

due to the common cold. (172) This number could be reduced

changes leave students vulnerable to increased anxiety,

with proper hygiene and handwashing behavior.

which can negatively affect academics and socio-emotional

Handwashing at least four times daily can reduce

development. To promote positive body image, many schools

gastro-intestinal illnesses and related absences by more

have begun to remove mirrors in the bathrooms. In their

than 50% according to a Detroit study. (173) The National

place, high school students have added words of affirmation.

Association of State Board of Education suggests, “at a

(183) Instead of seeing this graffiti as a negative, these

minimum, schools should have a hand washing policy for

graphics are a place where students express themselves

students and teachers.” (174) Signage can promote the policy,

through scribbles. Bathroom walls become an inspiring

as 57% of students say they are more likely to wash their

space to encourage a sense of belonging for all.

hands if there is a reminder. (175)

Religion: Public schools reflect a wide variety of religions and

Physical Accessibility

views. A 2019 study of American teenagers found that 53 percent of students see others wearing jewelry or clothing

In 2020, the Government Accountability Office found that

with religious symbols. (184) Religious expression is relatively

two-thirds of K-12 school districts have “facilities with physical

common in public schools. Yet, some non-gendered

barriers that may limit access.” (176) This is a problem, as

bathrooms can contradict cultural ideas around modesty,

highlighted in a 2016 investigation by the US Department of

gender, and gender segregation. For example, some

Justice where 83 percent of public schools in New York City

religions and cultures prohibit sharing intimate spaces like

have non Americans with Disabilities Act (ADA)- compliant

toilets with unrelated people of the other sex. Other religions

spaces. (177) Restrooms were one of the most common areas

require additional washing and bathing. Understanding the

with barriers. The team observed restrooms with “sinks with

school’s population allows for inclusive decisions to be made

exposed pipes that could pose a burn risk to wheelchair

to ultimately show a welcoming atmosphere.

users, or fixtures too high to be reached by a person using a wheelchair”. While ADA standards for physical disability is required by building code for new construction, existing buildings pose a challenge. School district officials in the GAO report noted “retrofitting restrooms to eliminate all barriers can be cost prohibitive.” While cost is a driving factor in design, it also sends a message to the 7.2 million students ages 3-21 who receive special education services under the Individuals with Disabilities Education Act (IDEA). (178) 41

Education Adaptation

Example Design Strategies for

Restroom

Health Promotion Risk Mitigation

STRATEGY R.1

Disperse gender-neutral and binary restrooms throughout the building for convenient access. Within the gender-neutral restroom space, consider fully-equipped and enclosed gendered washrooms to accommodate for users with diverse religious views.

R.2

Incorporate principles of universal design in space planning, fixtures, accessories and furniture to support inclusion for people of all capabilities. Remember that not all disability is visible.

R.3

Space plan separate entry and exits if possible to reduce bottleneck and improve flow, alternatively consider a wide combined entry and exit space.

R.4

Remove the main entry restroom doors to reduce touchpoints; if doors need to remain to provide adequate privacy, retrofit with hands-free hardware.

R.6

Specify touchless technology plumbing fixtures and toilet accessories (e.g. toilets, faucets, paper towel dispensers, and hand dryers).

R.7 R.8

Avoid sightlines from mirrors to stalls. Large gaps in doors can reduce user privacy and comfort.

Specify durable toilet partitions that have “no gap” to increase privacy. For the most privacy, toilet partitions should extend 4” AFF to the ceiling.

R.9

Include both touch-free hand dryers and paper towel dispensers to offer choices to users and encourage handwashing.

R.10

When possible, include indicator lights or hardware that indicates when stalls are occupied and unoccupied.

R.11

Specify finishes that are resistant to mold and mildew.

R.12

Utilize cove tile base to create seamless transitions between walls and floors to keep water and moisture out and avoid sharp right angles that are hard to clean.

R.13

Include free of charge menstruation products and proper sanitary napkin disposal cannisters for people who menstruate

R.14

Incorporate inclusive signage at restroom entrances. This includes non-gendered bathroom signage or gendered signage when needed.

R.15

Include signage promoting proper hand-washing techniques.

R.16

To discourage undesired graffiti around the restroom space, designate a self expression wall space that can encourage positive self-expression and a space for socialization.

R.17

Include transparency and views outside of the restroom to support passive monitoring from students and staff to reduce the possibility of bullying and support safety.

CATEGORY

1

Case Study:

North Kansas City School District- SAGE Gladstone, Missouri

1. Gender neutral restrooms An open floor plan places gender neutral restrooms right in the center.

Designed to be ‘airport-style’, these restrooms limit touchpoints, for less germs. For the 250 students at SAGE, these restrooms emulate the school’s inclusive mindset.

4

43

Nurse’s Office The role of school nurses has been expanding throughout our history, constantly adapting and responding to world events.

Top Health Considerations

Driven by the pandemic and exacerbated by systemic

01.

inequity, the need for holistic solutions to support student health has never been greater. As the world responds to

Chronic Health Conditions

the current crisis and future challenges, school nurses will continue to play a critical role as architects and designers create facilities that are resilient and take a comprehensive approach to student health. By using an evidence-based

02.

approach to planning, there can provide a student-centered

Mental Health

health experience.

03.

Social Determinants

N.14 Sound and visual privacy

N.9 Flexible furniture

Holy Innocents’ Episcopal School, Atlanta, Georgia

44

Chronic Health Conditions

Social Determinants According to the National Association of School Nurses, after

In the US, more than 40% of school-aged children and

a child’s home, school is the second most influential

adolescents have at least one chronic health condition

environment in a child’s life. (194) Unfortunately, many

(CHC), ranging from asthma to diabetes to food allergies.

students experience family crises, homelessness,

(185) School nurses play a pivotal role in the daily

immigration, poverty, and violence, all of which can impact

management of symptoms for these students, as the only

physical and mental health needs. These social issues add to

healthcare provider in the building. In 2017, a systematic

the complexity of a child’s health needs. In 2021, the US

review assessed the role of school health services in

Census Bureau reported 5% of children under the age of 19

addressing CHCs. (186) The study found that direct access to

did not have health insurance. (195)As a result, the school

health services improved health and academic outcomes.

nurse is likely to be the first and only consistent source of

This is crucial as chronic absenteeism among youth can be

health services to uninsured children. (199) For students

linked to CHC, and ultimately affects academic performance.

without homes, research shows they are more likely to suffer

(187) For a high school in Florida, 92.6% of students indicated

from chronic diseases, hunger and malnutrition. Children

health reasons were “sometimes” or “usually” the cause of

and families in unstable housing have difficulty obtaining

their absences. (188) Children who are chronically absent for

affordable, accessible and coordinated healthcare services.

even one year in high school are reportedly seven times less

In additional to physical health concerns, children who

likely to graduate. (189) Nurses can provide direct care and

experience homelessness have three times the rate of

help students with CHC manage their own conditions, thus

emotional and behavioral problems. (196) These students are

ensuring attendance. According to the CDC, school nurses

significantly at risk for experience school dropout, mental

often have three main roles in managing chronic health

health problems, illicit drug use, suicidality, and even early

conditions: (190)

mortality. While school nurses cannot cure these problems,

• Provide direct care: giving medications

knowing what illnesses and health-related problems are

• Provide case management: assess, plan, implement

common may help a school develop a repertoire of responses

and monitor individual health plans

to students’ health needs.

• Advocate for students and families: provide resources and support needed.

Mental Health Nationwide, the teenage mental health crisis is rising.

Roughly one-third of all visits to school nurses are mental health issues. (191) While nurses do not replace social workers or school psychologists, they still play an important role for the 42% of students experiencing poor mental health. (192) Nurses can identify and respond to mental health concerns and steer students to appropriate services, as a member of the interdisciplinary team addressing students’ mental health. As part of the school mental health team, school nurses can serve as advocates, facilitators, and counselors for the health of the student. (191) As an integral member of

$2.20 savings

the school, nurses are in a unique position to play an active role in mental health. In fact, students felt more comfortable going to the school nurse for mental health concerns. (193)

for every $1 spent on school nursing, there is $2.20 savings in the community. Preventive screening, like school nurse visits, helps decrease emergency room visits and reduce the number of hours parents lose when taking care of their children.

These students felt visiting the school nurse would be less stigmatizing than seeking a behavioral health provider. Due to their regular access to students and ability to notice changes over time, nurses are equipped to assist from a mental health perspective.

45

Education Adaptation

Example Design Strategies for

Nurse’s Office STRATEGY N.1

Identify existing spaces or create isolation areas near nurse areas for students and staff who appear symptomatic.

N.2

Increase square footage or provide adjacencies that allow for increased waiting areas during seasonal flu outbreaks. In addition, handwashing/sanitation areas should be provided at entry.

N.3

Incorporate spaces for easy access to daily medication (e.g. inhalers) in the nurse’s area for noncommunicable or well students.

N.4

Have nursing resources or space for each educational building.

N.5

For nurse’s office, create a single point of entry and exit for students to facilitate one-way student flow to limit spread.

N.6

Use touchless entry technology at the entrance/exit of the nurse office to reduce fomite transmission.

N.7

Provide triage areas at the front of the nurses office to help sort well and unwell students.

N.8

Include measures for adequate ventilation or supplement with portable air cleaners to reduce airborne transmission.

N.9

Ensure nursing areas are flexible and multi functional through the use of technology, partitions, and furniture to support the continuity of school operations, optimize privacy, and adjust to demand.

N.10

Provide mother’s rooms, outside the nurse’s area to avoid contact with sick individuals.

N.11

Provide direct views to cot area to monitor sick patients.

N.12

When possible, locate nurse’s office near entrance to facilitate caregiver pick-up and reduce infection transmission.

N.13

Provide a welcoming atmosphere where students feel comfortable speaking to the nurse about mental or physical issues with sound isolation and privacy.

N.14

Provide sound privacy or a white noise machine in the nurse area to protect student privacy when other students or staff are in the area.

N.15

Include the school nurse in the design visioning and programming phase to provide input on the program.

N.16

Remove barries to mobility to allow for inclusive design.

N.17

Include elements of biophilic design to reduce stress and promote healing.

N.18

Provide an educational space to train school staff on chronic condition management for students.

N.19

Reduce background noise and sensory cues that may overload injured (e.g. concussion) individuals.

Health Promotion Risk Mitigation

CATEGORY

A Research Gap The primary role of a school nurse is to ultimately support student learning by ensuring students’ health and safety. The National Association of School Nurses defines the role through their Framework for 21st Century School Nursing Practices to encourage child and adolescent educational success. (197) Yet this framework focuses exclusively on what school nurses do to “help students be health, safe, and ready to learn.” In 1997 and then updated in 2005, the Journal of School Nursing published an article for guidelines to design school nurses’ offices. (198) The article included protypes for elementary, middle and high school settings. Aside from this, there is minimal research on the physical design of a school nurse’s office. Literature shows the importance of a school nurse, yet little discusses their environment.

From a healthcare perspective, research is often conducted in hospital settings. Example studies have found that people feel more secure when they can see the nurse in an observation area and biophilic design can bring a sense of comfort. While the same way of thinking can be applied to a school nurse’s office, it would be beneficial to learn more about this

Help us answer these questions:

environment in a true K-12 setting.

•

For what reasons are students visiting the Nurse’s Office?

•

How has the COVID-19 pandemic changed the use of the Nurse’s Office in your school?

•

How long do students typically stay in Nurse’s Office?

•

How often are students visiting Nurse’s Office?

•

Is there overcrowding in the Nurse’s Office?

•

Are there peak times the Nurse’s Office is more crowded?

47

Gymnasium Physical education is an essential component in school curricula and overall student education. Gymnasiums

Top Health Considerations

provide an important opportunity for students to engage in physical activity and can help children learn to lead a

01.

healthy and active lifestyle.

Environmental Considerations

Research shows these spaces serve students more than just physically. Gymnasiums and athletic facilities are also crucial

02.

for mental well-being, encouraging social and emotional development at all ages. Physical activity has also been

Social Development

shown to improve student cognitive performance and classroom behaviors. In this report, we explore both the physical and psychosocial importance of gymnasiums.

03.

Physical Activity

G.8 Room divider

G.10 Branding

G.2 Natural light

Billerica Memorial High School, Billerica, Massachusetts

48

Environmental Considerations

Physical Activity

Indoor Air Quality: Due to activities that require heavy

Schools play a critical role in improving youth health and

breathing associated with physical activity, sports, and play,

well-being through physical activity. Habits formed in

students are more susceptible to indoor environmental

childhood and adolescence influence future physical activity

quality. In a study on IAQ during wrestling matches, high

into adulthood. (209) Access to physical activity facilities is

carbon dioxide and dust levels were measured. (199) In older

related to increased physical activity and reduced instances

school buildings, deteriorating building materials like lead

of adolescents who are overweight. According to the CDC,

and asbestos may still be present in dust and can be inhaled

there are 14.7 million obese children and adolescents in the

while exercising. In Fairfield California, asbestos was

United States. (210) Obesity was most prevalent among

uncovered in a high school gym where school officials did not

children of color, a trend that continues into adulthood.

know they were being exposed or the level of deterioration.

The COVID-19 pandemic highlighted this ongoing issue. A

(200) Improving air filtration and ventilation systems and the

study of 432,302 children ranging from ages 2 to 19 found the

use of low-emitting finishes and cleaners can help improve

rate of body mass index (BMI) increase nearly doubled

common respiratory health issues.

during the pandemic. (211) This health crisis is impacted by

Moisture: The presence of moisture due to leaks and high

several factors including behavior, genetics, and access to

humidity can lead to mold and warping of hardwood floors

healthy foods. (212) The pandemic emphasized the

in gymnasiums. (201) In Canandaigua, NY, a HVAC system

opportunity for schools to promote healthy lives for children.

above the gymnasium failed, causing hot water to leak and

However, these facilities are not always accessible to all.

melt the wax on the hardwood floor until it required

Low-SES and high-minority groups are less likely to have

replacement. (202)This is a visible sign that moisture impacts

access to recreational facilities. (213) Individuals with

our use of indoor sport facilities, but excess moisture can lead

disabilities may also have limited access to the full range of

to mold growth which may not always be visible but can

physical activities in school. The focus of adapted physical

exacerbate asthma.

education (APE) has largely been skill development and/or modification of traditional sports and games, rather than

Noise Levels: High noise levels, reverberation and echo can

promotion of physical activity. Compared to children with

lead to discomfort in gymnasiums and sports facilities. (34)

typical development, children with disabilities often have

Noise can be created by physical activity, music playing,

delayed gross motor skills, challenges in balance and

mechanical systems, noise outside, and spectators, which

coordination, and poor cardiovascular fitness. These

may be amplified by hard surfaces throughout the large,

disparities can be addressed by improving opportunities for

open space. For teachers and staff, who work in the

participation in physical activity. (214) In fact, the CDC

gymnasium regularly, the constant noise, which can exceed

recommends physical activity for those with disabilities, as

80 decibels, have been associated with heightened risk for

physical activity can help improve stamina and muscle

hearing loss. Using acoustical dampening on ceilings and

strength, reduce symptoms of anxiety and depression, as

walls may improve acoustics. (203)

well improve mood and feelings of well-being. (215)

Social Development Regardless of physical fitness milestones and athletic ability, most physical education programs also emphasize building interpersonal skills. Life skills development is a key outcome across all ages. (204) Among younger children, participation in physical activity programs can improve moral reasoning and prosocial behavior. (205) (206) In older students, team-building programs can improve feelings of self-worth, competence, and acceptance. (207)The psychosocial benefits also extend to academic achievement as these programs can help students feel more competent in their academics and even improve academic performance. (208)

49

Education Adaptation

Example Design Strategies for

Gymnasium STRATEGY G.1

In order to achieve equity, flexibility and space efficiencies place the boys and girls lockers in front of the changing rooms, showers and team rooms for an all-gender environment.

G.2

Provide windows in the gym for natural light and views beyond to enhance and support a variety of uses (community, performances, teaching, and collaboration).

G.3

Minimize glare inside the gym through the implementation of exterior shading devices and interior light shelves.

G.4

Ensure that the gym can be used for teaching and learning by providing wireless technologies, hard wired data ports and ample power to support student devices and portable interactive flat screens.

G.5

Ensure that WiFi is extended to the sports fields for educational, recreational, and safety purposes.

G.6

Large gyms can serve the community in the event of an emergency or environmental concern. Ensure adjacency to toilets, showers, and kitchen. Provide a storage room for cots, medical supplies and food.

G.7

Allow the gym to be easily partitioned off from the rest of the building for secure after-hour access.

G.8

Install roll-down gym divider curtains for flexible teaching spaces.

G.9

In the event of emergency, the gymnasium generator should support lighting, plumbing, power, heat, ventilation, and AC.

G.10

Develop branding and messaging in the gym that supports inclusivity, diversity and a sense of community pride.

G.11

Provide signage and technology to promote health + wellness with messaging like “Walking helps your heart to be more efficient, bringing more oxygen and nutrients to your organs” to not only educate students, but also encourage healthy behavior.

Health Promotion Risk Mitigation

CATEGORY

1

Case Study:

The Urban School San Francisco, California

1. Full-Size Court

2

As main feature of this new academic and wellness center is the full-size court, where students can practice and play.

3

2. Upper Commons Overlook Upper level student common spaces wrap around the gymnasium to visually connect the levels and students.

3. Urban Context The site is bound on three sides by its urban context. Spanning two floors, the full-size gymnasium creates a social, activity center for the school.

4

4. Sports Events The gymnasium functions not only during the school day for physical education classes, but also as an event center for after school sports and community events.

51

CONCLUSION

Next Steps: A Three-Step Approach

52

1

2

3

Measure

Engage

Prioritize

• Use sensor or observational studies

• Work with students, teachers, and

• Protect healthy design features in the

to understand how your building is

staff to examine existing facilities.

budget through community

performing to establish an

What strategies do you already have

engagement and data. Shared

environmental quality baseline.

versus like to have?

knowledge, values, and enthusiasm

• Have school building occupants

• Inventory community activities done

identify health priorities and areas of

after the school day and discuss

improvement.

building needs (wayfinding,

• Identify health challenges in your broader community (e.g. food or energy insecurity, housing instability).

• Use qualitative and quantitative

amenities, safety, access) with users.

• Integrate local service providers to discuss wraparound services within or near school facilities.

can support health-based decision making.

• Select strategies that may have other health, energy, and education benefits.

• Identify features that will help the most vulnerable students learn in a dignified K-12 facility.

data to advocate for healthy school design and additional investment.

53

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2. Institute of Education Sciences. Fast Facts: Educational Institutions. National Center for Education Statistics. [Online] 2021. https://nces. ed.gov/fastfacts/display.asp?id=84.

3. Digest of Education Statistics. National Center for Education Statistics. [Online] 2021. https://nces.ed.gov/programs/digest/d22/tables/ dt22_203.40.asp.

4. Rutter, Michael. Fifteen Thousand Hours: Secondary Schools and Their Effects on Children. s.l. : Harvard University Press, 1982.

5. Walker, Tim. Who is the Average U.S. Teacher? NEA News. [Online] 06 08, 2018. https://www.nea.org/advocating-for-change/new-from-nea/ who-average-us-teacher.

6. NIOSH. Hierarchy of Controls. CDC. [Online] https://www.cdc.gov/niosh/topics/hierarchy/default.html.

7. CAST. Universal Design for Learning Guidelines version 2.2. [Online] 2018. https://udlguidelines.cast.org/.

8. CDC. Whole School, Whole Community, Whole Child (WSCC). CDC Healthy Schools. [Online] 02 09, 2023. https://www.cdc.gov/healthyschools/wscc/index.htm.

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10. Indoor environmental quality. Kubba, Sam. 2017, Handbook of Green Building Design and Construction, pp. 353-412.

11. Indoor environmental quality of classrooms and student oucomes: A path analysis approach. Choi, SeonMi, et al. 2013, Journal of Learning Spaces, p. 2(2).

13. Eitland, Erika, et al. Foundations for student success: How healthy buildings influence student health, thinking and performance. Cambridge : Harvard T.H. Chan School of Public Health, 2020.

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Acknowledgments Authors: Erika Eitland, ScD, MPH Rachael Dumas, MSHP Kati Peditto, PhD, EDAC, WELL AP Bri Dazio, NCIDQ, EDAC, WELL AP Contributors: Ryan Bateman Tatiana Kaida Rania Karamallah Tyrone Marshall Sabah Mohammed Christina Mulligan Tobi Ogunnoiki Patrick Reinhard Ananta Sodhi

Reviewers: Pat Bosh Barbara Crum Aimee Eckmann Mark Jolicoeur Kami Kinkaid Lawrence Kline Carl Knutson Alex Minard Vandana Nayak John Poelker Ashley Stoner Brooke Trivas Steve Turckes Angela Whitaker-Williams

April 2023

ABOUT THE HUMAN EXPERIENCE LAB

Innovation starts with inquiry.

In our never-ending quest for knowledge, we push limits, take risks, investigate, and discover. We constantly ask ourselves, “What if?”

“What’s next?” This makes our ideas clearer, our designs smarter, our teams happier, and our clients more satisfied.

Our research is inspired by our practice. Our practice is informed by our research. We believe research holds the key to greater project performance. Our researchers and designers work in partnership from project start to completion. Together, they assess our clients’ goals and innovate ways to achieve them. We’re always testing new ideas and applying what we’ve learned.

Our seven research labs are trusted sources of information for clients around the world. We’re developing new knowledge every day to stay smarter, nimbler, and more competitive. The impact of buildings and urban design on human health and performance has been documented through more than forty years of scientific research.

The Hx Lab integrates this human experience research into the design process to improve environmental quality, respond to human health emergencies, and ensure occupants are functioning optimally. We explore design strategies for diverse spaces including clinical, academic, and workplace using bespoke surveys and tailored sensor applications. With collaborations and cutting-edge tools, we are demonstrating the value of human-centered design.

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For more information, contact: K12Education@perkinswill.com

Continue Riley’s journey at: healthyk12.perkinswill.com/