Learning about classroom design
Data collected by de Dear and his team indicates that primary and secondary school students’ assessments of the temperatures in schools depends on their life experiences. As the researchers detail “An indoor operative temperature of about 22.5°C was found to be the students’ neutral and preferred temperature, which is generally cooler than expected for adults. . . . Despite the lower-than-expected neutrality, the school children demonstrated considerable adaptability to indoor temperature variations. . . .
More reasons to design in movement
Kok, Mobach, and Omta collected additional evidence indicating that environmental conditions are perceived to influence student performance. They learned via a survey of teachers at Dutch universities that “there is a statistically significant positive relationship between the perceived quality of cleanliness, classrooms, classroom conditions, front office and ICT with study success. . . .
Lumpkin and his team determined that when students study in code compliant schools they perform better on standardized tests. The researchers began their project because “Much of the focus in the literature in raising student achievement has included parental involvement, principal leadership, quality of instruction, students’ socioeconomic status, curriculum, and use of technology.
Autism treatment center design case study
Benden and his colleagues investigated how providing students with stand-biased desks (taller desks equipped with footrests for one foot while students stand and tall-ish stools) instead of conventional school desks influenced experiences at school.
Better support for learning
Research conducted in Finland supports the design of school playgrounds that encourage active living.
Studying outside comfort zones