Interior designers don’t just shape residential and commercial spaces — we also craft immersive educational environments that choreograph function and flow, carefully considering the navigation and well-being needs of every student and staff member. We bring extensive knowledge of color theory principles and understand the importance of well-selected materials and furniture in supporting durability, cleanability, and overall aesthetics. Interior designers must also recognize how space impacts individuals’ health and overall wellness. People are complex individuals who experience space differently depending on age, personality, preferences, and physical/emotional needs. Ultimately, the expertise of an interior designer can help elevate learning spaces in a way that positively impacts students’ physical and emotional well-being.
CRIME PREVENTION THROUGH ENVIRONMENTAL DESIGN
When designing schools, safety is always top priority. The inclusion of security cameras, a singular entry point into the building, and designated safety zones in case of emergency have become standard practice in K-12 design, but how can we further enhance the perception of safety from a psychological perspective?
Crime Prevention Through Environmental Design (CPTED) seeks to improve quality of life and enhance the individual’s perceived level of safety by reducing fear and misbehavior. This is accomplished through thoughtful design and effective use of the built environment. Passive surveillance, one of the five CPTED principles, encourages the inclusion of open floor plans to allow students and teachers to see and easily be seen by one another. Passive surveillance has been shown to reduce student anxiety levels, allow teachers to easily monitor hallways, and reduce the likelihood of bullying in closed-off spaces. Activation of these open spaces through collaborative learning commons or huddle rooms promotes a supportive learning environment while acting as an extension of the classroom for students and staff.
By utilizing spaces other than the traditional classroom for learning, the building becomes a place where learning can happen anywhere, and students gain a sense of agency and connection to their environment. These spaces are also often accompanied by flexible furniture options and paired with biophilic materials and patterns that invite students and teachers to gather and collaborate.
BIOPHILIA
Biophilia, a principle focused on bringing the benefits of the natural world inside the building, can help enhance user experience and wellness. At first impression, some may simplify biophilia as the inclusion of plants within a room; however, there are other ways within the built environment to bring the outside in. Commonly, we aim to maximize access to nature by increasing views to the outdoors from regularly occupied spaces. Studies show access to the outdoors boosts the mood and productivity of students, leading to better learning outcomes.
Prospect and refuge are two under-recognized elements of biophilia that connect us to our biological need to feel safe. Prospect relates to our shared human instinct to see, but not be seen by others. Does this sound familiar?
When open spaces become overwhelming, elements of refuge ground us and provide a sense of safety from perceived or actual harm. In educational settings, this can be implemented through support spaces, such as a reading nook or learning commons with varying seating options. Pairing these design elements together supports student agency when it comes to selecting an open environment or somewhere more secluded for those who may be overstimulated and desire “protection” from the current environment.
WORKING TOGETHER
Each student is unique and requires different levels of support to meet their individual needs. These factors may include sensory sensitivities, learning and/or physical disabilities, variance in social skills, and general differences in personality. As designers, we keep these elements in mind to meet the needs of all students. But what does this have to do with CPTED and biophilia?
When utilized together, CPTED principles and biophilia create an open, inviting, and multi-faceted environment to support a variety of students. Mien, a leading educational furniture provider, notes in their literature something we see time and time again, “On one hand, community and connection are key to help students build a network of support as they process their [stress]. On the other hand, private and quiet spaces provide a refuge, allowing students a space to decompress and re-regulate when they are overwhelmed or triggered.”
Providing both open and private spaces gives students the choice to work in the environment that best suits them — whether a space for collaboration or a quieter area that still feels connected to others. A variety of seating options allows students to choose what they find most comfortable, and an open layout makes it easier for those with mobility challenges to move around. Visual transparency throughout the space also allows for passive supervision, which provides easy monitoring for staff and a sense of safety and support for students. The combination of these elements creates a more dynamic and inclusive environment to better support students’ mental, physical, and emotional well-being.
WHAT CAN YOU DO?
Whether starting a new build or renovating an existing space, incorporating CPTED and biophilia to improve student well-being can be simple.
- Incorporate a variety of spaces for students to choose between that supports prospect or refuge. This includes furniture pieces like high-back chairs for privacy, adding partitions within rooms to break up learning spaces, or rearranging furniture into pods or nooks to support a variety of learning styles while still maintaining necessary visibility to the space.
- Consider how visual transparency can support your safety plan through passive supervision of active student spaces so that corridors, stairwells, and common areas are visible from multiple vantage points.
- Think strategically about window placements to maximize exterior views and access to natural light. Ideally, windows should allow teachers and administrators to see into hallways and outdoor areas without obstructing natural light.
- Position the main office to overlook the entry while maintaining an inviting, non-institutional feel. Incorporating natural materials and organic patterns helps create a warm, welcoming, and calming experience.
IMPACT & INFLUENCE
Overall, individual behavior is shaped by a complex interplay of personality, environment, and mental state. Interior designers recognize these influences and look beyond aesthetics to create intentional and functional spaces that support the well-being of every user. Strategies like CPTED and biophilia are just two ways interior designers can transform K-12 environments. By deepening our understanding of these principles and how they tie together, we can identify more successful pathways to boost student satisfaction, reduce negative behaviors, and enhance learning outcomes.
