Mapping School Design: A Qualitative Study of the Relations Among Facilities Design, Curriculum Delivery, and School Climate

Abstract

The author conducted a 3-week qualitative case study at the School of Environmental Studies (SES), a senior public school with an environmental studies focus. He argues that SES's physical design facilitates collaborative, multidisciplinary teaching practices especially suited to the school's environmental studies curriculum. He also shows that the school's open plan architecture positively contributes to the social climate at SES. Students who were interviewed as part of the study expressed a preference for the open plan setting over conventional classrooms because the open design helps them socially connect with a larger number of peers than would be possible in a more enclosed environment. Students consequently felt more socially accepted at SES and better enjoyed their time in school in comparison with other high schools they had attended.

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