Healthy Schools by Design

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

April 2023

The report consists of the following sections:

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.

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

Executive Summary

Healthy Schools by Design synthesizes research at the intersection of K-12 educational design and public health research. It highlights a holistic definition of what makes a healthy learning environment for students and a productive workplace for teachers and staff. This white paper aims to empower school stakeholders by providing key environmental and social considerations during decision-making as well as integrating potential strategies throughout the building for new and existing buildings.

Creating a healthy school environment requires early and ongoing conversations about health needs and priorities. This document serves as a conversation starter – helping to identify critical questions and opportunities within your K-12 school facility.

Why keep reading?

As we modernize our K-12 building portfolio, we have the opportunity to support higher educational outcomes, integrate emerging technology, promote physical and mental health, and adapt to new pedagogy for teaching. For decades, we have focused on one environmental crisis after the next (asbestos, lead, air quality). To end this cycle, we must be driven by research and policy advancements to act holistically. Without one commonly agreed upon definition for a “healthy school”, this report identifies over 20 factors to support a tailored healthy K-12 facility approach. With more than 100 strategies to put this research into action, the authors hope this becomes a catalyst for your community.

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

Introduction

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 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 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.

BY THE NUMBERS

Public Schools in USA (2)

98,000 Public School Students (3) 50 million

Building Gross Square Footage 7.5 billion

Acres of land for schools

2 million

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

Holistic Framework

This holistic, solutions-oriented approach promotes health and safety without compromising students’ learning potential. The needs and considerations of schools are vast and nuanced. We address the most critical issues affecting schools through three lenses: Educational Adaptation, Health Promotion, and Risk Mitigation.

Risk Mitigation

It is essential to implement strategies that will help to reduce adverse environmental exposures that influence school occupant health and performance in our K-12 facilities. The National Institute for Occupational Safety and Health (NIOSH) has developed a hierarchical framework for controlling exposures to workplace hazards that can be applied to schools. (6) The Hierarchy of Controls informs a national initiative called Prevention through Design (PtD), which we apply to the identification and organization of our strategies.

The following levels of control decrease in effectiveness as schools try to keep occupants safe:

nj Elimination: remove risk of disease transmission in schools.

nj Substitution: provide an alternative environment with lower or no risk of disease transmission.

nj Engineering Protocols: design to remove particles before they come in contact with school occupants.

nj Administrative Controls: relatively inexpensive to implement but require building occupants to carefully abide by strategies

nj Personal Protective Equipment (PPE): keeps the individual safe as long as the PPE is worn properly and not damaged.

Educational Adaptation

We seek to support strategies that support behavioral, logistical, and technology flexibility during shifting teaching needs.

Optimizing Flexibility

The ability to pivot—say, from one classroom space to another, or from one way of teaching and learning to another—is key to effective education. The Universal Design for Learning guidelines are useful because they improve and optimize the educational experience for all people, and are based on the science of how people learn. (7) Other critical factors include limiting classroom disruption, promoting learning, and fostering community without socioeconomic barriers.

Reimagining the Classroom

In order to navigate what comes next, we need to create multi-faceted classrooms that offer increased control and full access to technology. As education continues to evolve –accelerated by the pandemic – we are leveraging research to better understand how learning environments can support students holistically.

Safety

Schools are not going to go back to pre-COVID-19 operations. Education adaptation will be necessary for continuity of learning and teaching under new restrictions. It will also increase schools’ resilience in the event of future challenges and changes.

Health Promotion

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 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.

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 as “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.” (10)

Research shows IEQ of the built environment impacts human health. For a school, it has a direct impact on student and teacher performance, as well as a sense of comfort, health, and well-being. (11)

Within a school, 90 percent of the occupants 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 to poor IEQ. (13) These conditions exacerbate other health issues, such as asthma. Childhood asthma is the leading cause of student absenteeism, with over 10 million days of school missed annually. (14) The US Department of Education considers chronic absenteeism a hidden educational crisis in schools. (15)

While chronic absenteeism is impacted by many factors, the school environment plays a role.

Healthy schools can have a positive impact on students’ ability to be present and fully engaged in learning. The EPA even notes it is essential for teacher and student health. According to the EPA, high performance, healthy schools see many benefits, including: (16)

• Higher test scores,

• Increased average daily attendance,

• Reduced operating costs,

• Increased teacher satisfaction and retention,

• Reduced liability exposure, and

• Reduced environmental impacts.

While the EPA focuses predominantly on air quality, other environmental considerations play a role in student and teacher health and performance.

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 environment. (18) For school designers, proper daylighting can ensure lower artificial light energy use and promote school occupant health. (19) (20) Children spend up to 40 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 suppression, with younger children having the greatest circadian-system sensitivity to light exposures. (23)This biological connection means that by introducing sunlight to classrooms, students and teachers can feel more energized and have greater psychological wellbeing. Studies show that poor lighting is associated with eyestrain, fatigue, headaches, and reduced alertness. (24)

Thermal comfort

Thermal comfort is the perception of comfort with respect to temperature, air movement, and humidity. (25) Children are more sensitive to higher temperatures than adults because of their higher core body temperature and less developed thermoregulation capabilities. (26) Many factors impact personal comfort including gender, age, activity level, size, metabolic rate, and insulation through clothing. (27) (28) Studies have found student learning and performance are sensitive to both extreme cold and extreme heat in the classroom. (29) (30)Good thermal comfort can also apply outdoors on school playgrounds, when there is increased physical activity and heat exposure. (31) Viruses like influenza can spread more easily in cold weather and in low humidity environments. (32)

Acoustics

School acoustics often focus specifically on the traditional classroom, where up to 60 percent of activities involve verbal communication between teachers and students. (33) 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)

Indoor Air Quality

Indoor air quality (IAQ) is a composition of particle and gaseous indoor pollutant that can be controlled by the mechanical system or natural ventilation. (36) IAQ also requires regulating humidity, indoor temperature, and moisture. (37) Studies have shown that poor indoor air quality in classrooms can be associated with headaches, dizziness, asthma, and absenteeism, as well as poor student attendance and test scores. (29) (38) (39) (40) (41) (42) There are easy solutions. HVAC systems with airborne particle removal, air conditioning, and personal thermal control have been associated with improvements in performance. (43)

Nature

Direct contact with nature and natural views has psychological and physical impacts on student and teacher well-being and productivity. (44) (45) Access and views to nature can provide a calmer, safer context for learning. (46) Access to nature restores attention function, specifically green views and biophilic design, have been shown to improve memory, creativity, and attention, as well as reduce stress and absenteeism. (47) (48) One of the biggest benefits of being outdoors is that it creates a stimulating learning environment that breaks up the day. Physical movement can allow for students to exert stored energy, thus limiting potential outbursts.

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”.

Rodriguez Elementary School, San Marcos, Texas

Healthy Materials

From the cells in the human body to a sense of belonging, building materials can impact health and well-being. A micro to macro approach calls attention to all materials within the school environment.

Consider Chemical Composition

It is often the case that as older buildings deteriorate, they increase student and staff exposure to harmful substances that have carcinogenic and neurotoxic properties. (49) This can include lead in chipping paint or drinking water, asbestos from insulation or tiles, Polychlorinated Biphenyls (PCBs) in light ballasts and peeling caulk, or mercury in lighting.

Support Auditory Processing

Materials have acoustical properties that can enhance the experience of teaching and learning.

Acoustical Dampening

Reverberation time is an acoustical measurement for how long sound lasts inside a room, which depends on the size of the room and the surface finishes within. The addition of “soft” materials such as acoustical ceiling tiles or sound absorbing wall panels can reduce reverberation time for an enhanced auditory experience, while carpet flooring is better suited to muffle noise while students and furniture are moving around. Depending on the use and scale of a teaching space, sound energy coming from the teacher’s voice will require a balance of both reflective and absorptive surfaces to maintain appropriate speech intelligibility for student learning. (50)

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, prevent the need for harsh chemical cleaners, and lower costs of maintenance and replacement. (51) Integrated pest management and green cleaning products reduce toxic exposures, reduce asthma exacerbations, increase safety for staff and students, and save money for the district. (52) Stackable, easy to move furniture provides opportunities for diverse learning pedagogies, easy cleaning for custodial staff, and customizable spaces for teachers.

Visually Appealing

The appearance of materials can have an impact on our brains. Material selections that mimic nature, increase exposure to natural light, and elicit emotions through color can help to support increased well-being.

Biophilic Design

In a world where 25.1 percent of students have anxiety, school design needs to support positive mental, physical, and social outcomes. (53) Biophilic design has the potential to improve student wellbeing by encouraging positive attitudes, reducing stress, and decreasing mental fatigue. (54) Thoughtful biophilic intervention can support SEL readiness, increasing students’ ability to self-reflect, set goals, build empathy & relationships, and make responsible and caring decisions. (55)

Reflectivity of Daylight

Studies show a positive correlation between daylight and student performance. (24) Daylight and natural views synchronize the body’s natural circadian rhythm, thus influencing mood, alertness, and concentration. To maximize the amount of daylight in a room, light colored surfaces should be selected. These light surfaces bounce additional light deeper into the room. (56)

Color

Research shows us that learning is enhanced when multiple senses are stimulated. (57) Color can help keep students activated when incorporated appropriately so as not to overwhelm. Less saturated, but bright colors have been shown to boost mental energy. Color can be incorporated in a variety of ways, including paint and graphics.

Healthy can be cost effective!

When selecting materials, durability, cost, and availability are the main decision drivers. However, the immediate and long-term consequences of material selection, require a more holistic decisionmaking approach that accounts for costs associated with school occupant health and illness.

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 in school before graduation. (4) After a child’s home, school is the second most influential place in a child life, according to the American Academy of Pediatrics. (61) As such, schools are uniquely positioned to bring a holistic approach to a child’s health. Schools not only facilitate learning, but they also build selfesteem, and provide socialization, counseling, medical services, food, laundry facilities, 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

fact, a 2019 study of 213 SEL programs found that 27% of students saw an improve in their academic performance. (64) Additionally, the study found 24% of students improved social behaviors and exhibited lower levels of distress. Ultimately, SEL improves lives over time. A study published in the American Journal of Public Health found significant associations between kindergartner’s social emotional skills and future wellness into adulthood. (65)

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

According to research, emotional awareness, expression, and regulation differ by student demographics. (67) With the diverse student population in today’s schools, socialemotional learning programs must be adaptable for specific student needs to effectively improve social-emotional competencies. As such, flexible learning environments need to be able to rapidly adapt to support the needs of students across grade levels and abilities. These adaptations may range from hourly changes, such as reconfiguring furniture, to wholescale repurposing for a new school year.

Customization

Customizing learning spaces can take place in new construction, as well as existing buildings to respond to students’ physical, educational, cultural, and socialbehavioral needs. Often, tailored learning spaces are heavily influenced by principles of Universal Design for Learning. (7) As highlighted in UDL research on student learning, spaces need to facilitate and balance features to support all sorts of learners: visual, auditory, kinesthetic, as well as reading and writing. Personalized learning spaces respond to rapidly developing students as each child brings a unique personal narrative to their learning environment. (68)

Visibility

Visibility is the ability for students, teachers, and staff to see one another throughout the building. It encompasses the idea of “to see and to be seen.” In his book, “Visible Learning Into Action,” author John Hattie makes the case for 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.

Communicative

An identity-focused school tells a story by sparking emotional human connections and supporting a common vision and mission. Through architecture, interior design, and graphics, communicative spaces can establish and reinforce a school’s values and expectations. Thoughtful communicative graphics and signage can indirectly mitigate implicit biases, racial anxiety, stereotype threat, and hate, which diminish student performance. (70) At the same time, these design elements can create an environment where students feel welcome in their community. Social and graphic wayfinding can support safety and security for all occupants by positively reinforcing students’ self-worth, facilitating ease of movement through the space without consequence, fostering inclusion of the greater school community, and supporting students of all abilities. (71)

Collaborative

At the heart of learning is collaboration, human connection, and engagement. Collaboration is an essential social development skill that has implications for future job performance, building healthy relationships, and conflict resolution. (72) Design can support deliberate, formal collaboration while also providing opportunities for spontaneous human connection. Through breakout areas, learning pods, and social spaces, collaboration areas allow for students to engage with one another. This supports a social learning pedagogy- in which humans learn best by observation and interaction. In this collaboration zones, students can learn teamwork, communication and problem solving.

Principles of SEL-Informed Design

GYMN ASIUM

Follow Riley on a journey through school

Outdoors and Siting

Before a student ever enters a school building, the location and surroundings can have both a short- and long-term impact on health. Environmental and social drivers can influence student performance by impacting a student’s physiology, psychology, cognitive function, growth, and behavior.

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 test scores, and lower chronic absenteeism. Ultimately, outdoor environments in academic settings play a critical role for students’ overall wellbeing, regardless of a public health crisis.

Top Health Considerations

01. Traffic-Related Air Pollution

02. Noise Pollution

03. Green Space

O.1 Accessible outdoor learning spaces

O.21

Traffic-Related Air Pollution

Proximity to major roadways and industrial sites can adversely impact children. In a 2017 study, nearly 8,000 US public schools were within 500 feet of highway, truck routes, and other roads with significant traffic. (73) Further, public schools with a high percentage of low-income students, eligible for free and reduced lunch were more likely to be near major roadways. (74) For the roughly 4.4 million students attending school near a roadway, they are likely exposed to high levels of traffic pollution. Exposure to air traffic pollution has long-term effects, especially for respiratory health. The combination of developing lungs, smaller airways and higher breathing rates result in greater exposure to air pollutants relative to size for children in comparison to adults. (75) Further, traffic-related air pollution:

• Can distract from learning (76),

• May lead to potential cognitive impairments (77),

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

• Exacerbate asthma and other respiratory health conditions (79),

• Reduce lung function later in life (80).

• Associated with lower standardized test scores (81) (82) (83).

Adult faculty and staff on school grounds are also at risk. Traffic-related air pollution has been linked to negative adverse pregnancy outcomes. (84)

As a result, the US EPA recommends school districts avoid sites near major roads or truck routes. In 2015, the EPA released a guide for reducing road pollution at schools. (85) (86)

Yet traffic-related air pollution extends beyond proximity to roadways. The School Bus Fleet Fact Book 2023 estimates for the 2021-2022 School Year, 489,748 school buses transported 47,802,752 public school students daily. (87) Anti-idling bus policies vary across the U.S., but the U.S. Environmental Protection Agency’s Clean School Bus National Idle Reduction Campaign has research and strategies for protecting students from the health impacts of diesel exhaust pollutants. (88)

Noise Pollution

In addition to air pollutants, vehicular traffic also contributes noise pollution. A study by the CDC found that 14.9% of children between the ages of 6 and 19 had impaired hearing in at least one ear. (89) While personal devices played a high volume can contribute, so can noise pollution. The WHO defines noise above 65 decibels (dB) as noise pollution and poses a critical environmental threat to health. (90) Children are especially susceptible to the effects of noise pollution. A longitudinal study in Barcelona, Spain assessed the impact of traffic noise on child cognitive development. (91) The study found children exposed to about three times more noise pollution had memory development that was 23% slower and attention ability development 5% slower over the course of a year. Children need quieter environments for learning, in comparison to adults.

Green Space

Green spaces, such as tree cover, plants, and shrubs have been associated with impacts on student performance. Schools with more trees were shown to have higher test scores and lower chronic absenteeism. (92) Research has shown the connection between green space and overall health. A report by UNICEF highlighted the necessity of green spaces, especially in urban areas. (93) Many studies note physiological benefits, such as reduced levels of stress hormones and blood pressure when children are exposed to green spaces. On the academic performance side, though, a study in Illinois noted students with green views recovered more quickly from stress and scored 14% better on tests of attention compared to students with no windows or barren views. (94)

Activities in nature may benefit children socially, including improvements in self-esteem, confidence, resilience, and stress. (95) Green spaces can be utilized in a variety of ways, from play spaces, to classrooms, to dining spaces. Eating outside is a welcomed break and opportunity to recharge. Research shows greater time spent outside is even associated with healthier dietary patterns in children. (96) Time spent outdoors also increases levels of Vitamin D, which is essential for children’s growth and development. According to CHOP, spending 15 to 30 minutes outside stimulates the production of Vitamin D. (97) Offering outdoor dining allows students to experience both physical and mental health benefits.

Example Design Strategies for Outdoors and Siting

STRATEGY CATEGORY

O.1 Create accessible outdoor learning spaces with WiFi, power outlets, and durable furniture in various sizes.

O.2 Reduce urban heat islands by promoting the use of green or cool roofs, shade trees, landscaping, and reducing impervious surfaces.

O.3 Plan for post-Construction stormwater management.

O.4 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 Use a land berm to protect the school site from sea level rise and flooding events.

O.8 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 Include opportunities for nature-based curriculum.

O.12 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.

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.

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 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.

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

Entry and Exit

A student’s sense of safety, motivation, belonging, and school pride begins at the schoolhouse door. Every day, 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) exposures that have both social and physical implications.

Entries should also incorporate features related to Universal Design for Learning (UDL). UDL provides multiple means of engagement, representation, and expression. This provides 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 to the entrance and exit during an emergency.

Top Health Considerations

01. Safety

02. Community Engagement

03. Sense of Belonging

E.3

Touchless hardware

E.13 Easy stair access

E.1 Track pad

Safety

According to the National Center for Education Statistics, in the 2020-2021 school year, there were 93 school shootings, in which a gun was “brandished or fired on school property.” (99) Despite this number, the National Institute of Justice notes violent school shootings create the perception that schools are dangerous places for children. (100) In fact, a 2015 study by the FBI noted only 0.3% of homicide occurred on school property. (101) Gun violence is a serious issue in the US, but it is less likely to occur in schools than in almost any other location.

Crime Prevention through Environmental Designs (CPTED) focuses on “improving the design of the built environment to help reduce opportunities for disputes and violence and promote positive behavior.” (102) The CDC created the CPTED School Assessment tool for a balanced and layered approach to safety that seeks to deter, detect, and delay threads. (103) These approaches have proven effective in decreasing incidents of crime, while improving the quality of space.

Community Engagement

While school entrances should be designed for security, they are also community gateways. A single-point entry vestibule ensures visitors check-in properly before being entering. (104) This ensures safety for both the students and faculty. At the same time, having the doors open to family members and the greater community creates important connections. 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 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 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)

Sense of Belonging

Schools are meant to be places of learning; places where students feel safe and welcome. A school entry should aim for security, but not at the expense of student mental health. According to the CDC’s Youth Risk Behavior Surveillance Data Summary & Trends Report for 2011-2021, more than 4 in 10 (42%) of students felt “persistently sad or hopeless” and nearly one-third (29%) experience poor mental health. (109) While these numbers are likely influenced from the COVID-19 pandemic, students need to feel welcome and safe returning to their school buildings.

Safety can be achieved in a variety of ways- from security systems to visibility through design interventions. Visibility is a primary feature of a healthy school entrance. First, good visibility can let administrators know who is approaching the school. (110) Second, the symbols and signs that are visible when people enter the school can contribute to the perception of facility’s quality. For students, this is an opportunity create a welcoming atmosphere. A welldesigned entrance can use design elements such as branding to:

• Tell a story, Support a common vision,

• Spark human connections,

• Trigger pride,

• Create a sense of belonging, engagement, and ownership.

97.1 percent

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)

Example Design Strategies for Entry and Exit

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 Include hand washing/sanitizing stations at entrances and exits.

E.5 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.

Health Promotion

Education Adaptation Risk Mitigation

CATEGORY

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.

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. 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. 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.

Circulation Space

The stairwells, corridors, and elevators within our schools are spaces nearly every occupant uses. A student may 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 emotional well-being. By offering variety and flexibility circulation spaces can give students agency, support collaboration, reduce density when needed, and reinforce school values.

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

Top Health Considerations

01. Visibility

02. Wayfinding

03. Collaboration

CS.4 Stairwell width

CS.6 Daylight in stairwells and corridors

CS.3 Central stair location

Billerica Memorial High School, Billerica, Massachusetts

Visibility

The CDC and Department of Education define bullying as three core elements: 1) unwanted aggressive behavior; 2) observed or perceived power imbalance; 3) repetition or high likelihood of repetition of bullying behaviors. (112) The 2019 Indicators of School Crime and Safety report found nationwide, 20% of students ages 12-18 experienced bullying in some form. Of those students, 43.4% of bullying too place in the hallway or stairwell. (113)

Long hallways with limited glass, turns, and alcoves can create blind spots in natural surveillance. A more open, transparent design with windows and clear lines of sight can reduce bullying opportunities. This visibility allows adults to supervise students. Long hallways with greater visibility may allow adults to detect bullying and harassment more quickly and prevent students from participating in risky behavior. (72) In the past, opaque structures like walls and doors separated rooms from the hallways and stairs. With transparent glazing, there is an uninterrupted line of sight while also establishing interconnectedness. (114) To further that connection, dispersing teacher and staff meeting areas and lunch spaces throughout circulation areas can foster passive supervision, collaboration, and support.

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. 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 signage and graphics.

Collaboration

Thoughtfully designed circulations spaces can support both structured collaboration and spontaneous human connection. Developing collaboration skills is an essential skill for social development and has implications for future job performance, building healthy relationships, and conflict resolution. (72) In fact, the International Encyclopedia of the Social and Behavior Sciences indicates that childhood friendships are good for kids’ mental health. (118) These friendships can begin organically in collaboration zones in the hallways. Spaces beyond the classroom can be activated as breakout areas, learning pods, and co-teaching spaces. These collaboration zones extend learning beyond the classroom to foster a learning neighborhood. (119)The International Association for K-12 Learning highlights learning neighborhoods as opportunities for form community, both for students and teachers. (120) In a study by George Washington University, professors were more likely to help or collaborate with teachers within their “zone.” (121) That study supported another published in the journal Sociology of Education that casual meetings enhanced teachers’ professional development. (122) Designing neighborhoods with collaboration spaces ultimately offers benefits to students and teachers. (123)

25-30 percent

of a school’s total square footage is corridor space. This valuable space can be utilized in a variety of ways for learning. (124)

Example Design Strategies for Circulation Space

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

CS.5 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

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. Branding through Color

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

3. Atrium

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

4. Gathering Space

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.

Classroom

Classrooms are where students and teachers spend the most time in a school day. With most schools over 50 years old, classroom design does not reflect new technology, research, or pedagogy. According to UNESCO, 21st century instruction is based on three pedagogical principles: personalization, participation, and productivity. With classroom instruction evolving, the physical design of the space must also evolve. (125)

Each classroom is a community that supports students, staff, and the surrounding neighborhood. This can be achieved by giving special attention to teaching styles, student age and ability, social and environmental climate, building age, and design. To ensure optimal health and learning potential, we have identified strategies to support overall wellbeing and achievement within the classroom.

Top Health Considerations

01. Environmental Quality Factors

02. Flexibility

03. Neurodiversity

C.17 Acoustic Surfaces

C.12 Daylight

C.2 Collaborative Space

Lisle Elementary School, Lisle, Illinois

Environmental Quality Factors

Environmental factors like daylight, temperature, air quality and noise all impact student learning, communication, and collaboration. However, examination of only one environmental factor at a time, may limit the holistic benefit to the student. For example, windows provide important circadian light that is essential for student alertness and the sleep-awake cycle. Classroom design should account for glare (especially with the growing presence of screens in classrooms), privacy from internal and external distraction, and unintended thermal gain during hot, bright days. However, natural light may not provide enough illumination throughout the classroom. Dimmable, artificial circadian light often complements window design. The time to act, to balance student outcomes with energy demands, is early in the design process – in engineering or environmental analysis of the school building.

Flexibility

Flexible classroom layouts are increasingly used to influence student engagement, participation, and overall learning 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 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 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)

Neurodiversity

Neurodiverse or neurodivergent is a nonmedical term that highlights brain development or response differences across people and includes conditions such as dyspraxia, dyslexia, attention deficit hyperactivity disorder, dyscalculia, autistic spectrum and Tourette syndrome. (132) (133)

Neurodivergence in K-12 classrooms influences children’s sensitivity to light, noise, color, and clutter, and may be associated with other developmental delays or disabilities. The emergence of technology and “Smart” classroom design can adjust classroom conditions to respond to child needs such as dimmable lighting, responsive air filtration, or color changing classrooms, and empowers children to learn in the style that suits them. (134) (135) Similarly, consistent design or layout between classrooms may help students who prefer routine and can anticipate where to find resources within their learning environment. Research on the impacts of K-12 school building design on neurodiverse students and teachers is still emerging. Understanding that one size does not fit all should influence classroom design to support all learners equitably.

14 percent

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)

Example Design Strategies for Classroom

STRATEGY CATEGORY

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.

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. 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. 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. Flexible Furniture

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

Library and Media Center

Libraries have evolved from physical book storage into spaces that celebrate knowledge and innovation. Studies have demonstrated that students in schools with library programs score higher on standardized tests in comparison to peers without similar resources.

Effective library programs are a combination of both 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. This redefining transforms the space into a point of universal convergence. The 2017 NMC Horizon Report highlighted this convergence as “students are relying less on libraries as the sole source for accessing information and more for finding a place to be productive”. (137) In response, libraries must adapt and be increasingly flexible in terms of space and technology to accommodate the evolving needs of learning.

Top Health Considerations

01. Student Learning and Achievement

02. Social Development

03. Community Engagement

L.3 Storage on wheels

L.5 Quiet nooks

L.11 Appropriate height bookshelves

Student Learning and Achievement

Libraries have always been a cornerstone of knowledge. While the objects now include both books and digital resources, the idea remains the same: libraries foster a learning culture for all. Research has shown that school libraries assist in student progress to achieve educational goals and benchmarks. (138) Literacy and reading capabilities are considered valuable skills developed during childhood. (139) However, the impact of these academic skills can vary based on gender, socioeconomic status, and English proficiency, in the United States. (140) The National Assessment of Education Progress (NAEP) assessment is given to students in grades 4, 8 and 12. The assessment measures students’ reading comprehension. (141) In 2019, only 21 percent of low-income fourth graders scored at or above the proficient level as measured by students eligible for National School Lunch Program (NSLP). In contrast, 51 percent of all fourth graders scored at or above proficient. School libraries can help students achieve the critical fourth-grade benchmark. In fact, 73 percent of students who used the school library had higher literacy scores than the average student who did not. (142) For low-income students, school libraries and certified librarians offer opportunities to engage with and gain knowledge in a safe space. Having a haven to read, explore, and learn, especially for students who do not have access at home, leads to higher confidence and enjoyment of reading and writing outside of class. (143)

Social Development

For students, in addition to intellectual skills, non-academic proficiencies such as competence and self-regulation are also crucial to future academic success. (140) The National Early Childhood Longitudinal Study Kindergarten Cohort highlighted the importance of social skills. (144) The results showed “children with a combination of low/average reading skills and higher levels of social skills performed better on later academic assessments than children with similar reading skills but lower levels of social skills during kindergarten.” As such, social development has the potential to impact future academic outcomes and school libraries are in the unique position to impact this development. The American Association of School Librarians (AASL) offers the Standards Framework for Learners as a comprehensive guide for library programs to foster student success. (145)Within the document, social skills are highlighted, most notably through the “Collaborate” Shared Foundation. As defined in the framework, “Collaborate” aims for students to “work effectively with others to broaden perspectives and work toward common goals.” The framework considers the library as a space to shape a “culture of collaboration across the learning community”, thus highlighting the importance of social development.

Community Engagement

School Libraries can foster social connections- between 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 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 school is vital to the library. Originally intended to strength children’s confidence in reading, the program became an opportunity for connection.

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

Example Design Strategies for Library and Media Centers

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

L.6 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

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

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. 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.

Cafeteria

Schools do much more than educate children, they also offer numerous physical and social services including a 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 2020-2021 school year, Boston Public Schools provided over 5 million meals to students and families.

However, these social hubs support children’s health beyond the provision of healthy food. For many students the space offers a space to connect with friends or recharge their batteries for the rest of the day.

Top Health Considerations

01. Socialization

02. Restoration

03. Nutrition

04. Hydration

CF.5 Acoustic surfaces

CF.4 Natural light

CF.3 Outdoor dining

Johnston High School, Johnston, Iowa

Socialization

Mealtime is an important period in the day as it provides opportunities to share culture, knowledge, and ideas as well as create dynamic friendships. A 2006 study highlighted the unique ways mealtime support children’s growth, specifically through listening and observing others and gaining sociocultural language competency. (151) It is also a necessary break from instruction as it is one of the few moments during the day when social and emotional skills are actively used.

A School Nutrition Association (SNA) study from 2018 determined the typical lunch period lasts 25 minutes for elementary schools and 30 minutes for middle and high schools. (152) The CDC recommends schools structure the lunch period time to ensure students have at least 20 minutes of seat time to enjoy their meal and socialize. (153) According to CDC, seat time is distinct from the total lunch period, as it does not include waiting in line to get a meal. The American Academy of Family Physicians notes the importance of socializing to allow students sufficient time to relate to others and feel refreshed for the afternoon. (154)

Restoration

Lunch is also a great time to offer students much needed downtime. Cafeterias are a hotspot of sensory stimuli including auditory, visual, smells, and taste, which may overwhelm students. When the focus is solely on socialization, there is a missed opportunity to support students who would benefit from quiet time to recharge their “social batteries”.

In a review of 21 scientific articles, researchers identified built environment characteristics that may support students who have increased or decreased sensitivity to environmental sensory cues including children with autism spectrum disorder (ASD). (155) The review highlighted several improvements, which may impact cafeteria design:

• Reducing stimuli to lower student arousal.

• Increasing time or providing transition spaces that support students moving from classrooms, food services, and eating.

• Limiting noise or creating quiet spaces to support students who are hypersensitive to noise levels.

• Increasing wayfinding for clear, consistent movement as students access food and find seating.

Nutrition

Proper nutrition improves a child’s behavior, school performance, and overall cognitive development. (156) Federally funded initiatives, such as the National School Lunch Program (NSLP), serve over 29.6 million students nationwide. (157) Children who participate in the program have better overall diet quality than students who do not participate. The program also lowers food insecurity by nearly 4 percent. This is crucial for children’s wellbeing as food insecurity leads to hunger; children and adolescents experiencing hunger have been shown to have higher rates of behavioral, emotional, mental health, and academic issues. (158) School meal programs also play an important role in obesity prevention. (159) Students who eat school meals are less likely to have nutrient inadequacies and are more likely to consume fruit, vegetables, and milk. This is timely given nearly 1 in 3 children are at risk for preventable diseases due to being overweight or obese. (160)

However, research has shown that school-based nutrition education is not enough. Cafeteria design can encourage healthy-eating behaviors and attitudes. Researchers at the University of Virginia developed the Healthy Eating Design Guidelines for School Architecture. (161) Their tool focuses on design to affect eating behaviors. The tool highlights the influence the built environment has on behavior. (162) School meals and design can educate students on what healthy nutritional standards are and positively impact food selection and consumption.

Hydration

Adequate hydration can help children maintain a healthy weight, reduce dental cavities, and improve cognitive function. (163)(164) Yet, nearly half of school-aged children are under hydrated, while 1 in 5 adolescents do not drink any water during the day. (165) Schools can keep students hydrated by promoting access to water with multiple stations throughout the building, especially in locations where food is served. In a cross-sectional study of 651 low-income 3rd -5th graders, researchers found that on average, students drank more than two times from a school fountain or water bottle filling station compared to bottled water, but this decreased when water safety decreased. (166) Unfortunately, old infrastructure with lead-contaminated pipes, a neurotoxicant commonly found in schools built prior to the 1991 Lead and Copper Rule, can lead to single use water 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.

Example Design Strategies for Cafeteria

STRATEGY CATEGORY

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.

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. 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.

Restrooms

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

Hygienic restrooms are also essential for student and staff safety. As Water, Sanitation, and Hygiene Strategy, the World Health Organization (WHO) recognizes access to toilets as a priority for public health.

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

Top Health Considerations

01. Sanitation

02.

Physical Accessibility

03. User Diversity

R.5

Touchless fixtures

R.2

Accessible facilities

Sanitation

Schools with clean sanitation facilities can promote health. A systematic review found poor sanitation facilities were associated with higher rates of infectious, gastrointestinal, neuro-cognitive, and psychological illnesses. (168) (169) Per the study “ensuring ready access to hygienic toilets that offer privacy to users has great potential to beneficially impact children’s health.” Additionally, a 2018 Society for Women’s Health Research survey noted students lack consistent and reliable access to restrooms. (170) Holding in urine has detrimental health effects, such as increased bacteria spread, weakened bladder muscles, leakage, and makes people more susceptible to urinary tract infections.

According to the American Urological Association, 1 in 5 young girls have bladder and bowel dysfunction and carry these problems into adulthood. (171) School restrooms need to offer basic supplies to promote healthy sanitation. (172)

Per the CDC, in 2019, 22 million school days were lost annually due to the common cold. (172) This number could be reduced with proper hygiene and handwashing behavior. Handwashing at least four times daily can reduce gastro-intestinal illnesses and related absences by more than 50% according to a Detroit study. (173) The National Association of State Board of Education suggests, “at a minimum, schools should have a hand washing policy for students and teachers.” (174) Signage can promote the policy, as 57% of students say they are more likely to wash their hands if there is a reminder. (175)

Physical Accessibility

In 2020, the Government Accountability Office found that two-thirds of K-12 school districts have “facilities with physical barriers that may limit access.” (176) This is a problem, as highlighted in a 2016 investigation by the US Department of Justice where 83 percent of public schools in New York City have non Americans with Disabilities Act (ADA)- compliant spaces. (177) Restrooms were one of the most common areas with barriers. The team observed restrooms with “sinks with exposed pipes that could pose a burn risk to wheelchair 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)

User Diversity

Gender: Studies have found transgender youth are more likely to face mental health challenges than cisgender youths. (179) A cross-sectional study of transgender and/or nonbinary youths found that 58% reported feeling discouraged from using the restroom that corresponded to their gender identity. (180) Among those who experienced bathroom discrimination, 85% reported depression and 60% seriously considered suicide. As a result, many students avoid using the restroom entirely. Yet studies show that welcoming, safe school environments result in lower rates of depression and suicidal thoughts. (181)

Age and Development: Adolescence begins with puberty and is characterized by significant changes in hormone levels, physical appearance, and psychological and social characteristics. Adolescence is associated with a specific vulnerability to mental image disorder and body dissatisfaction. (182) Puberty physical and mental body changes leave students vulnerable to increased anxiety, which can negatively affect academics and socio-emotional development. To promote positive body image, many schools have begun to remove mirrors in the bathrooms. In their place, high school students have added words of affirmation. (183) Instead of seeing this graffiti as a negative, these graphics are a place where students express themselves through scribbles. Bathroom walls become an inspiring space to encourage a sense of belonging for all.

Religion: Public schools reflect a wide variety of religions and views. A 2019 study of American teenagers found that 53 percent of students see others wearing jewelry or clothing with religious symbols. (184) Religious expression is relatively common in public schools. Yet, some non-gendered bathrooms can contradict cultural ideas around modesty, gender, and gender segregation. For example, some religions and cultures prohibit sharing intimate spaces like toilets with unrelated people of the other sex. Other religions require additional washing and bathing. Understanding the school’s population allows for inclusive decisions to be made to ultimately show a welcoming atmosphere.

Example Design Strategies for Restroom

STRATEGY CATEGORY

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

R.8 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.

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.

Nurse’s Office

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

Driven by the pandemic and exacerbated by systemic inequity, the need for holistic solutions to support student health has never been greater. As the world responds to 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 approach to planning, there can provide a student-centered health experience.

Top Health Considerations

01. Chronic Health Conditions

02. Mental Health

03. Social Determinants

N.14

Sound and visual privacy

N.9

Flexible furniture

Chronic Health Conditions

In the US, more than 40% of school-aged children and adolescents have at least one chronic health condition (CHC), ranging from asthma to diabetes to food allergies. (185) School nurses play a pivotal role in the daily management of symptoms for these students, as the only healthcare provider in the building. In 2017, a systematic review assessed the role of school health services in addressing CHCs. (186) The study found that direct access to health services improved health and academic outcomes. This is crucial as chronic absenteeism among youth can be linked to CHC, and ultimately affects academic performance. (187) For a high school in Florida, 92.6% of students indicated health reasons were “sometimes” or “usually” the cause of their absences. (188) Children who are chronically absent for even one year in high school are reportedly seven times less likely to graduate. (189) Nurses can provide direct care and help students with CHC manage their own conditions, thus ensuring attendance. According to the CDC, school nurses often have three main roles in managing chronic health conditions: (190)

• Provide direct care: giving medications

• Provide case management: assess, plan, implement and monitor individual health plans

• 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 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) 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.

Social Determinants

According to the National Association of School Nurses, after a child’s home, school is the second most influential environment in a child’s life. (194) Unfortunately, many students experience family crises, homelessness, immigration, poverty, and violence, all of which can impact physical and mental health needs. These social issues add to the complexity of a child’s health needs. In 2021, the US Census Bureau reported 5% of children under the age of 19 did not have health insurance. (195)As a result, the school nurse is likely to be the first and only consistent source of health services to uninsured children. (199) For students without homes, research shows they are more likely to suffer from chronic diseases, hunger and malnutrition. Children and families in unstable housing have difficulty obtaining affordable, accessible and coordinated healthcare services. In additional to physical health concerns, children who experience homelessness have three times the rate of emotional and behavioral problems. (196) These students are significantly at risk for experience school dropout, mental health problems, illicit drug use, suicidality, and even early mortality. While school nurses cannot cure these problems, knowing what illnesses and health-related problems are common may help a school develop a repertoire of responses to students’ health needs.

$2.20 savings

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.

Example Design Strategies for Nurse’s Office

STRATEGY CATEGORY

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.

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 environment in a true K-12 setting.

Help us answer these questions:

• 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?

Gymnasium

Physical education is an essential component in school curricula and overall student education. Gymnasiums provide an important opportunity for students to engage in physical activity and can help children learn to lead a healthy and active lifestyle.

Research shows these spaces serve students more than just physically. Gymnasiums and athletic facilities are also crucial for mental well-being, encouraging social and emotional development at all ages. Physical activity has also been shown to improve student cognitive performance and classroom behaviors. In this report, we explore both the physical and psychosocial importance of gymnasiums.

Top Health Considerations

01. Environmental Considerations

02. Social Development

03. Physical Activity

G.10

Branding

G.8 Room divider

G.2 Natural light

Billerica Memorial High School, Billerica, Massachusetts

Environmental Considerations

Indoor Air Quality: Due to activities that require heavy breathing associated with physical activity, sports, and play, students are more susceptible to indoor environmental quality. In a study on IAQ during wrestling matches, high carbon dioxide and dust levels were measured. (199) In older school buildings, deteriorating building materials like lead and asbestos may still be present in dust and can be inhaled while exercising. In Fairfield California, asbestos was uncovered in a high school gym where school officials did not know they were being exposed or the level of deterioration. (200) Improving air filtration and ventilation systems and the use of low-emitting finishes and cleaners can help improve common respiratory health issues.

Moisture: The presence of moisture due to leaks and high humidity can lead to mold and warping of hardwood floors in gymnasiums. (201) In Canandaigua, NY, a HVAC system above the gymnasium failed, causing hot water to leak and melt the wax on the hardwood floor until it required replacement. (202)This is a visible sign that moisture impacts our use of indoor sport facilities, but excess moisture can lead to mold growth which may not always be visible but can exacerbate asthma.

Noise Levels: High noise levels, reverberation and echo can lead to discomfort in gymnasiums and sports facilities. (34) Noise can be created by physical activity, music playing, mechanical systems, noise outside, and spectators, which may be amplified by hard surfaces throughout the large, open space. For teachers and staff, who work in the gymnasium regularly, the constant noise, which can exceed 80 decibels, have been associated with heightened risk for hearing loss. Using acoustical dampening on ceilings and walls may improve acoustics. (203)

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)

Physical Activity

Schools play a critical role in improving youth health and well-being through physical activity. Habits formed in childhood and adolescence influence future physical activity into adulthood. (209) Access to physical activity facilities is related to increased physical activity and reduced instances of adolescents who are overweight. According to the CDC, there are 14.7 million obese children and adolescents in the United States. (210) Obesity was most prevalent among children of color, a trend that continues into adulthood.

The COVID-19 pandemic highlighted this ongoing issue. A study of 432,302 children ranging from ages 2 to 19 found the rate of body mass index (BMI) increase nearly doubled during the pandemic. (211) This health crisis is impacted by several factors including behavior, genetics, and access to healthy foods. (212) The pandemic emphasized the opportunity for schools to promote healthy lives for children. However, these facilities are not always accessible to all. Low-SES and high-minority groups are less likely to have access to recreational facilities. (213) Individuals with disabilities may also have limited access to the full range of physical activities in school. The focus of adapted physical education (APE) has largely been skill development and/or modification of traditional sports and games, rather than promotion of physical activity. Compared to children with typical development, children with disabilities often have delayed gross motor skills, challenges in balance and coordination, and poor cardiovascular fitness. These disparities can be addressed by improving opportunities for participation in physical activity. (214) In fact, the CDC recommends physical activity for those with disabilities, as physical activity can help improve stamina and muscle strength, reduce symptoms of anxiety and depression, as well improve mood and feelings of well-being. (215)

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.

CATEGORY

Case Study: The Urban School

San Francisco, California

1. Full-Size Court

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

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. 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.

Next Steps: A Three-Step Approach

1 2 3

Measure

• Use sensor or observational studies to understand how your building is performing to establish an environmental quality baseline.

• Have school building occupants identify health priorities and areas of improvement.

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

• Use qualitative and quantitative data to advocate for healthy school design and additional investment.

Engage

• Work with students, teachers, and staff to examine existing facilities. What strategies do you already have versus like to have?

• Inventory community activities done after the school day and discuss building needs (wayfinding, amenities, safety, access) with users.

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

Prioritize

• Protect healthy design features in the budget through community engagement and data. Shared knowledge, values, and enthusiasm can support health-based decision making.

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

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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

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