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The Impact of the Built Environment on Adolescent Anxiety and School Engagement

A Thesis Submitted to the Faculty of the Interior Design Department

in Partial Fulfillment of the Requirements for the

Degree of Master of Fine Arts in Interior Design

at

Savannah College of Art and Design

Katelyn Renee Rountree

Atlanta, Georgia

© June 2014

Dr. Meldrena Chapin

Brian Sweny

Paul Van Slyke

My thesis project is dedicated to my past educators.

To students who have ever felt overwhelmed,

Be Strong.

Acknowledgements

I would like to thank my family for their love and support throughout my

educational career. To my mom, your unwavering support of my dreams has been ever

apparent. Thank you for being my left arm, my shoulder to cry on, and my source of

much-needed laughter. Dad, thank you for your love and encouraging words. Both of

you have always pushed me to be the best that I can be, and for that I am forever

grateful. To my brother, Seth, you have been the source of many smiles and I love you

for that. To my incredible husband, Justin, I cannot thank you enough for the countless

sacrifices that have allowed me to pursue this dream. You have been my rock and my

source of stability through my time in graduate school, and for that I am eternally

grateful. I love you more than you will ever comprehend.

I would next like to acknowledge my committee members for their advice and

their willingness to give of their valuable time to push my thesis even further than I

ever dreamed it could go. To my chair, Dr. Chapin, you have been an incredible guide

to me throughout my time at SCAD, and have given me countless hours of advice. I can

only hope to be such a great mentor to my future students. To my committee members,

Brian Sweny and Paul Van Slyke, thank you for encouraging me to design past my

comfort level, even when I was reluctant to listen.

Thank you to my classmates, Jessica Bell and Britney Buie. We fought through

this process together and prevailed! I would not have made it without the two of you.

We have made memories that I will carry with me forever. Finally, I would like to thank

my dear friends Jessica Earp and Amy Ogonowski for listening when I needed to talk

and for being my source of sanity. You mean so much to me and I would not be here

without you both.

Contents

List of Figures ............................................................................................................................... 1

Abstract ......................................................................................................................................... 6

Thesis Statement........................................................................................................................... 7

Literature Review......................................................................................................................... 8

Introduction .............................................................................................................................. 8

Anxiety ...................................................................................................................................... 8

Types of Anxiety .................................................................................................................. 9

Phobias .................................................................................................................................. 9

Panic Disorder .................................................................................................................... 10

Social Anxiety ..................................................................................................................... 10

Generalized Anxiety Disorder ......................................................................................... 10

Symptoms of Generalized Anxiety Disorder................................................................. 11

Coping With Generalized Anxiety Disorder ................................................................. 12

Generalized Anxiety Disorder in High School .............................................................. 13

Educational Environments ................................................................................................... 13

School as a Community..................................................................................................... 13

New Educational Place-Types ......................................................................................... 15

Engagement in Schools ......................................................................................................... 17

Types of Engagement ........................................................................................................ 17

External Influences ............................................................................................................ 18

Anxiety and Engagement: How They Impact Each Other .............................................. 19

Restorative Environments .................................................................................................... 20

Third Place .......................................................................................................................... 21

Favorite Place...................................................................................................................... 23

Attention Restoration Theory .......................................................................................... 24

Literature Review Conclusion.............................................................................................. 25

Data Collection ........................................................................................................................... 26

Introduction to Research Methodologies ........................................................................... 26

Precedent Studies................................................................................................................... 26

Intent .................................................................................................................................... 26

Criteria ................................................................................................................................. 26

Lynnwood High School .................................................................................................... 35

Desiderata Alternative High School................................................................................ 43

Clough Commons at Georgia Institute of Technology................................................. 47

York University Learning Commons.............................................................................. 51

Precedent Study Conclusion ............................................................................................ 56

Site Observations and Interviews........................................................................................ 58

Intent .................................................................................................................................... 58

Valwood Upper School ..................................................................................................... 59

Westminster School ........................................................................................................... 64

Lowndes High School ....................................................................................................... 71

Site Visit Conclusions ........................................................................................................ 76

Interviews and Focus Groups .............................................................................................. 77

Interview and Focus Group Conclusions....................................................................... 78

Design Solution .......................................................................................................................... 79

Site Selection ........................................................................................................................... 79

Building Analysis................................................................................................................... 83

Project Overview.................................................................................................................... 85

Design Concentration............................................................................................................ 86

Concept Development: Alternate Perspectives ................................................................. 88

Color Palette ........................................................................................................................... 89

Project Scope ............................................................................................................................... 91

The Media Center................................................................................................................... 92

Existing Conditions ........................................................................................................... 93

Indoor-Outdoor Connection .............................................................................................. 100

Existing Conditions ......................................................................................................... 103

Design Solution ................................................................................................................ 105

The Cafetorium..................................................................................................................... 109

Existing Conditions ......................................................................................................... 110

Design Solution ................................................................................................................ 113

Design Conclusions ................................................................................................................. 117

Future Research........................................................................................................................ 117

Bibliography ............................................................................................................................. 119

Appendix A: Final Presentation Boards ............................................................................... 124

Appendix B: Interview and Focus Group Responses......................................................... 128

Adolescent Anxiety and Engagement in High School 1

List of Figures

Figure 1: Normalized Anxiety vs. Generalized Anxiety Disorder (Smith & Segal, 2013)11

Figure 2: Cycle of Anxiety and Disengagement (Created by Author) ............................... 20

Figure 3: Jeremiah E. Burke High School (Broome, 2014).................................................... 30

Figure 4: Jeremiah E. Burke - First Floor Plan (Broome, 2014) ............................................ 32

Figure 5: Jeremiah E. Burke - Second Floor Plan (Broome, 2014) ...................................... 32

Figure 6: Jeremiah E. Burke - Third Floor Plan (Broome, 2014) .......................................... 32

Figure 7: Boston Public Library at Jeremiah E. Burke (Broome, 2014)............................... 33

Figure 8 Children's Section of Library (Broome, 2014)......................................................... 34

Figure 9: High School Computer Lab (Broome, 2014).......................................................... 34

Figure 10 Lynnwood High School Exterior View (Logan, 2014) ........................................ 35

Figure 11 Lynwood High School - First Floor Plan (Logan, 2014)...................................... 36

Figure 12 Lynnwood High School - Second Floor Plan (Logan, 2014)............................... 37

Figure 13 The Agora (Logan, 2014) ......................................................................................... 38

Figure 14: Exterior and Interior Circulation (Logan, 2014).................................................. 38

Figure 15 Marselisborg High School Exterior View (Furuto, 2011).................................... 39

Figure 16: The Canteen (Furuto, 2011).................................................................................... 40

Figure 17: Spaces of Activity – Monumental Stair, Gymnasium (Furuto, 2011) .............. 40

Figure 18: Lynnwood High School Building Section (Furuto, 2011).................................. 41

Figure 19: Diagram of Building Relationships (Furuto, 2011)............................................. 41

Figure 20: Marselisborg High School - Floor Plans (Furuto, 2011) ..................................... 42

Figure 21: Desiderata Alternative School (Jones Studio, 2011) ........................................... 43

Figure 22: Desiderata Alternative School – Interior (Jones Studio, 2011) .......................... 44

Figure 23: Main hallway - Ceiling Feature (Jones Studio, 2011) ......................................... 45


Figure 24: Classroom Interiors (Jones Studio, 2011) ............................................................. 45

Figure 25: Desiderata High School - Floor Plan (Jones Studio, 2011)................................. 46

Figure 26: Clough Commons (G. Wayne Clough Learning Commons, 2014) .................. 47

Figure 27: Clough Commons Interior – Help desk and Starbucks Coffee Corner (Created

by Author)................................................................................................................................... 48

Figure 28: Tech Green (G. Wayne Clough Learning Commons, 2014) .............................. 49

Figure 29: Niche with outdoor appearance (G. Wayne Clough Learning Commons,

2014) ............................................................................................................................................. 49

Figure 30: Clough Commons Floor Plans 1-5 ........................................................................ 50

Figure 31: York University - Scott Library (York University Learning Commons, 2012)51

Figure 32: The Salon (Right) and The Hub (Left) (York University Learning Commons,

2012) ............................................................................................................................................. 52

Figure 33: Learning Pods (York University Learning Commons, 2012)............................ 52

Figure 34: The Hill (York University Learning Commons, 2012) ....................................... 53

Figure 35: Booth Seating with Adjacent 'Perch' (York University Learning Commons,

2012) ............................................................................................................................................. 54

Figure 36: York University's Scott Library - Floor Plan (York University Learning

Commons, 2012)......................................................................................................................... 55

Figure 37: Valwood Upper School Entry (Created by Author)........................................... 59

Figure 38: Valwood Campus - Arial View (Google Maps, 2014) ........................................ 60

Figure 39: Valwood - Computer Stations in Rear of Classroom (Created by Author) .... 61

Figure 40: Valwood - Typical High School Classroom (Created by Author).................... 62

Figure 41: Valwood Library (Created by Author)................................................................. 63

Figure 42: Westminster School Entry (Created by Author)................................................. 64

Figure 43: Aerial View of The Westminster School Campus (Google Maps, 2014) ......... 65


Figure 44: Student Territoriality Shown at Westminster (Created by Author) ................ 66

Figure 45: Student Lounge and Collaboration Room at Westminster (Created by

Author) ........................................................................................................................................ 67

Figure 46: Student utilizing Bench Seating at Westminster (Created by Author)............ 67

Figure 47: Typical Westminster classroom (Created by Author) ....................................... 68

Figure 48: Different Classroom Arrangements at Westminster (Created by Author)..... 69

Figure 49: Soft Seating in Westminster Classrooms (Created by Author) ........................ 69

Figure 50: Newly Retrofitted 'Test' Classrooms at Westminster (Created by Author).... 70

Figure 51: Whiteboard Wall at Westminster (Created by Author)..................................... 70

Figure 52: Entry to Lowndes High School (Lowndes High School, 2014)......................... 71

Figure 53: Aerial View of Lowndes High School (Google Maps, 2014)............................. 72

Figure 54: Front Entry Landscaping at Lowndes (Created by Author) ............................. 73

Figure 55: Indoor-Outdoor Space Between Buildings at Lowndes (Created by Author) 73

Figure 56: Lowndes High - Typical Classrooms (Created by Author) .............................. 74

Figure 57: A Remaining Computer Counter in a Classroom at Lowndes (Created by

Author) ........................................................................................................................................ 75

Figure 58: Major Hallways During Class and In-between Class (Created by Author) ... 76

Figure 59: Climate Averages for Valdosta, Georgia (City-data.com)................................. 80

Figure 60: The State of Georgia (Created by Author) ........................................................... 81

Figure 61: Diagram of surrounding area (Created by Author) ........................................... 81

Figure 62: Campus Plan (Created by Author) ....................................................................... 82

Figure 63: Massing Diagram (Created by Author) ............................................................... 83

Figure 64: Building Overview (Created by Author) ............................................................. 84

Figure 65: Analysis of Anxiety (Created by Author) ............................................................ 85

Figure 66: Diagram of Campfire Space (Created by Author).............................................. 86


Figure 67: Diagram of Watering Hole Space (Created by Author)..................................... 87

Figure 68: Diagram of Cave Space (Created by Author)...................................................... 87

Figure 69: Concept Imagery (Created by Author) ................................................................ 88

Figure 70: Color Scheme (Created by Author) ...................................................................... 89

Figure 71: Lowndes High Viking Logo (Lowndes High School, 2014).............................. 89

Figure 72: Materiality (Created by Author) ........................................................................... 90

Figure 73: Project Scope (Created by Author) ....................................................................... 91

Figure 74: Key Plan - Media Center (Created by Author) ................................................... 92

Figure 75: Media Center - Existing Floor Plan (Created by Author).................................. 93

Figure 76: Media Center - Existing Conditions (Created by Author) ............................... 94

Figure 77: Media Center - Existing Computer Stations (Created by Author)................... 94

Figure 78: Newly Designed Media Center – Furniture Plan (Created by Author) .......... 95

Figure 79: Stepped Seating and Team Space (Created by Author)..................................... 96

Figure 80: Study Rooms and Collaboration Area (Created by Author) ............................ 97

Figure 81: Media Center Overview – Team Zone (Created by Author) ............................ 98

Figure 82: Library Kiosks and Media Lounge (Created by Author) .................................. 99

Figure 83: Connection Space - Key Plan (created by Author) ........................................... 100

Figure 84: Diagram of Major Paths of Travel (Created by Author).................................. 101

Figure 85: Existing Outdoor Connection Spaces (Created by Author) ............................ 102

Figure 86: Connection - Existing Floor Plan (Created by Author).................................... 103

Figure 87: Outdoor Area of Focus ......................................................................................... 104

Figure 88: Connection - Newly Designed Connection Space (Created by Author) ....... 105

Figure 89: Connection Space (Created by Author) ............................................................. 106

Figure 90: Plowboy's Smoothie Bar (Created by Author) .................................................. 107

Figure 91: Connection - Watering Hole (Created by Author) ........................................... 108


Figure 92: Cafetorium - Key Plan (Created by Author) ..................................................... 109

Figure 93: Cafeterium - Existing Floor Plan (Created by Author) .................................... 110

Figure 94: Cafetorium Section (Created by Author) ........................................................... 111

Figure 95: Cafetorium - Existing Conditions (Created by Author) .................................. 112

Figure 96: Newly Designed Cafetorium Floor Plan (Created by Author)....................... 113

Figure 97: Cafetorium 'Main Street' (Created by Author).................................................. 114

Figure 98: Dining Area with Cave Seating (Created by Author)...................................... 115

Figure 99: Small Group Dining (Created by Author) ......................................................... 115

Figure 100: Touchdown Seating (Created by Author) ....................................................... 116

Figure 101: Presentation Board 1 ........................................................................................... 124






Figure 107: Presentation Board Arrangement ..................................................................... 127


The Impact of the Built Environment on

Adolescent Anxiety and School Engagement

Katelyn Rountree

June 2014

Abstract

This thesis investigates the relationship between the interior environment and

adolescent anxiety in high schools. Through the implementation of theories such as

Place Attachment, Attention Restoration Theory, and Theory of Favorite Place, this

thesis aims to increase student engagement and academic motivation while abating

anxiety among the student body.

This project aims to bridge the current gap in literature between the field of

educational design and the control of anxiety through environmental features.

However, this thesis does not focus on the classroom environment. Instead, the primary

focus is on common areas that may act as a remedy for anxiety typically experienced

within the classroom. The focus of this research is to break the cycle of decreased

students engagement and debilitating anxiety, allowing students to improve academic

performance as well as social and emotional wellbeing.


Thesis Statement

This thesis investigates the potential for decreasing anxiety and

increasing engagement among high school students through the application of

the restorative qualities of favorite places.


Literature Review

Introduction

Design affects our lives physically as well as psychologically, providing a direct

connection between the built environment and one’s mental and emotional well-being

(Gifford, 2007). The purpose of this paper is to explore the high rates of anxiety in

adolescents and how the built environment could potentially decrease the number of

anxiety-causing stressors while increasing student engagement in a high school setting.

Anxiety

Anxiety refers to a natural brain response to danger and stress. This basic

emotion is already present in infancy and early childhood. Examples of natural

childhood anxiety include things such as leaving the parents or switching schools

(New, 2011). Childhood and adolescence is considered the number one risk phase for

symptoms of anxiety. Most symptoms of anxiety are recognized by age 12 and progress

throughout later adolescent years (Beesdo, Knappe, & Pine, 2009). Females are more

likely to develop anxiety than males (Beesdo et al., 2009). Statistics vary on the amount

of percentage increase of prevalence of anxiety in females over males, ranging from 30%

to 60% (Anxiety and Depression Association of America, 2013; Beesdo et al., 2009;

Lowe, Unruh, & Greenwood, 2004; National Institute of Mental Health, n.d.b).

A certain amount of anxiety can render results in productive action and is

considered healthy. Worry and anxiety are normal reactions to daily stressors such as

school performance, peer pressure, family, and health. However, for some, anxiety may

become progressively excessive and cause disruption to life’s daily activities. This is

when anxiety becomes an anxiety disorder. Statistically, approximately one in every

eleven teenagers is diagnosed with anxiety severe enough to be considered a disorder


(Lowe et al., 2004). A national survey of adolescent mental health revealed that

approximately 8% of teenagers ages 13-18 suffer from an anxiety disorder. Out of these,

only 18% receive treatment (National Institute of Mental Health, n.d.a).

According to the Anxiety and Depression Association of America (ADAA)

(2013), 40 million adults (18% of the US population) are affected by an anxiety disorder,

making it the most common mental illness in the United States. It is estimated only one-

third of those suffering from an anxiety disorder will actually receive treatment, though

anxiety disorders are highly treatable (Anxiety and Depression Association of America,

2013). According to a study commissioned by the ADAA (2013, para. 3), “anxiety

disorders cost the United States more than $42 billion a year”, almost one-third of the

country’s $148 billion total mental health bill. Upwards of $22.84 billion of those costs

are associated with the repeated use of health care services (Anxiety and Depression

Association of America, 2013). This is due to the fact that people with anxiety disorders

commonly seek relief for symptoms that mimic other physical illnesses such as stomach

aches, high blood pressure, and muscle tension (Anxiety and Depression Association of

America, 2013).

Types of Anxiety

There are many different types of anxiety recognized as disorders including

phobias, panic disorder, social anxiety, and generalized anxiety disorder. Each of these

is briefly defined below.

Phobias

One of the most extreme types of anxiety is a phobia. A phobia is an intense fear

of a specific object or situation. The individual functions normally until confronted by

the particular fear. The fear disrupts daily life through exaggerated avoidance (Lowe et

al., 2004). Adults, adolescents, and young children experience phobias. For a teenager,


these fears often involve school and social performance, which generally lead to school

avoidance (American Academy of Child and Adolescent Psychiatry, 2013).

Panic Disorder

Panic disorder, a disorder defined by reoccurring, unexpected panic attacks, is

another common type of anxiety. These attacks are not always linked to a specific

situation thus making them very difficult to predict. Following an attack, the victim

may worry that another attack will arise and attempt to avoid the believed trigger.

Panic disorder typically emerges in adolescence between the ages of fifteen and

nineteen (American Academy of Child and Adolescent Psychiatry, 2013). Symptoms of

a panic attack include difficulty breathing, heart palpitations, sweating, and dizziness

(The Cleveland Clinic Foundation, 2013). Due to the fearful anticipation of an attack, a

teen may also begin to avoid normal activities and routines (American Academy of

Child and Adolescent Psychiatry, 2013).

Social Anxiety

Adolescents can suffer from social anxiety, also known as social phobia. Social

anxiety is an intense fear of being criticized or humiliated in public. Individuals

suffering from social anxiety may also experience severe anxiety in everyday social

situations even when no external stressor is evident. The daily routine of the teen with

social anxiety is interrupted due to excessive avoidance of scenes that involve public

speaking or strangers. Social anxiety commonly leads to isolation and, in some cases,

depression (Lowe et al., 2004).

Generalized Anxiety Disorder

One of the most common types of anxiety disorders is generalized anxiety

disorder (GAD). Those diagnosed with GAD experience extreme and persistent worry

about everyday activities. The subjects of concern are generally the same as that of a


normal life, but the worry lasts for a much longer period of time. It seems that the

anxious feeling cannot be turned off, creating an issue when trying to complete daily

tasks (Smith & Segal, 2013).

Symptoms of Generalized Anxiety Disorder

Someone suffering from GAD will experience emotional, behavioral, and

physical symptoms (Smith & Segal, 2013). Emotional symptoms often include consistent

and intrusive thoughts of worry and the inability to tolerate the unknown. Behavioral

symptoms can be noted by an inability to relax, making it very difficult to concentrate

or focus. Avoidance and procrastination are other common behavioral symptoms that

occur due to feeling overwhelmed. Physical symptoms of GAD consist of muscle

tightness and body aches and feeling on edge. Trouble sleeping is very common due to

the constant thoughts of worry. Issues with nausea and other stomach related problems

are typical as well (Smith & Segal, 2013).

Generalized Anxiety Disorder can be caused by a number of external factors. In

general, children whose parents exhibit symptoms of anxiety are more likely to develop

symptoms themselves (Lowe et al., 2004). Self-consciousness has also been linked to

Figure 1: Normalized Anxiety vs. Generalized Anxiety Disorder (Smith & Segal, 2013)


anxiety in childhood and adolescence. In younger children, this type of behavior is

often described as being shy or timid. This could be said to be a matter of conditioning

by the parent or guardian. Experience and conditioning can play a large role in the

development of anxiety. When one experiences a traumatic event, it is common that

unreasonable associations are then established, leading to excessive feelings of anxiety.

Thinking styles can contribute to the development of GAD through a pattern of

negative and impractical thinking. Situations are commonly misinterpreted and focus is

shifted to perceive the condition as a threat (Lowe et al., 2004).

Coping With Generalized Anxiety Disorder

Coping with Generalized Anxiety Disorder can be a challenge due to the lack of

initiation from children and adolescents to seek help and support. Parents could also

have a difficult time identifying the issues that their child is experiencing. However, not

receiving treatment can negatively impact the child’s development and morale.

Untreated anxiety disorders can place a heavy strain on family relationships, impact

school performance and social functioning, and lead to comorbid mental and physical

health issues in the future (The Cleveland Clinic Foundation, 2013).

The first step to treating Generalized Anxiety Disorder is a full assessment and

evaluation of the child. Once a review of prevalent symptoms and their duration has

been assessed and the child’s development has been reviewed, a physician may review

the family history and administer a mental status exam. If the child is found to have an

anxiety disorder, treatment options are then discussed. Treatment could include a

combination of medication and therapy. cognitive behavioral therapy being the most

common (The Cleveland Clinic Foundation, 2013). Additional beneficial treatments,

such as exercise, quality sleep, and a healthy diet may be suggested as well, but may


need to be supplemented with medication and therapy for more extreme cases (Lowe et

al., 2004).

Generalized Anxiety Disorder in High School

Anxiety is very prevalent in the educational environment. Schools tend to pose

numerous stressors instantaneously in a single setting. This can be detrimental to an

adolescents’ social and emotional well-being as well as academic performance (Roeser,

Strobel, & Quihuis, 2002). As stated earlier, anxiety is typically recognized as early as

age twelve and progressively becomes more intense as the child advances through

school (Beesdo et al., 2009). Common anxieties faced in a high school educational

setting include peer pressure, test anxiety, social interaction, personal identity creation,

independence, and relationships (Tompkins & Martinez, 2009).

Educational Environments

American children and teens spend about 32.5 hours a week attending school

and 4 hours a week on homework (Swanbrow, 2004). With this being said, it is

important to understand the impact of the learning environment on students and their

academics. Schools are often described as behavior settings and must be understood as

a transactional framework (Lippman, 2010, p.19). The relationships between the human

and non-human elements become a major influence on the learner and provide

opportunities for learning. “The learner influences their social and physical learning

environments, which in turn influence the behavior of the learners” (Lippman, 2010, p.

19).

School as a Community

The school setting should also be recognized as a community. The individuals

within the environment have mutual interests and goals. However, in order to fully


understand the community, the individual elements must be understood as well as

their relationships to one another. These elements include practice, meaning, identity,

and community (Lippman, 2010, p.22).

Practice involves the working relationship between individuals and others in a

physical environment. To practice learning, one must engage in individualized or group

learning activities. Meaning is a result of the individual’s personal participation and the

reinforcement of the concepts that make up the learning environment. This provides the

students with the opportunity to better understand themselves and the environment as

well as their own personal identity. Identity is a combination of acquiring knowledge

from experiences and transforming it to become personal history. Not only do

individuals form identities for themselves, but also form identities for others through

collective transactions (Lippman, 2010). The community is the physical environment in

which learning takes place. It also fosters the social aspect, providing a place for

students to become fully engaged. The design of the environment may display specific

programming that directly demonstrates the schools pedagogy, in turn influencing the

social environment. Overall, the community should foster differing learning styles as

well as promote opportunities for students and teachers to evolve their own identities

(Lippman, 2010).

Traditional classrooms did not typically foster this communal way of thinking.

Instead, the traditional classroom setting forced learning to become passive and teacher-

centric. Much research has found that upcoming generations no longer benefit from the

traditional teaching style. Rather, students today, prefer to be active and fully involved

in the learning process. Technology has made it possible for the teacher to move from

the front of the classroom and become an integrated member within the learning

environment. However, the physical environment has seen little change. It is now more


evident than ever that learning spaces should be intentionally created to harmonize

with new learning and teaching styles (Oblinger, 2006).

New Educational Place-Types

When exploring new educational place-types, Nair, Fielding, and Lackney (2009)

suggest the outdoors as the place to start. The outdoors should be used as an extension

of the classroom. By bringing learning outdoors, the teacher and students engage in

activities which typically do not happen indoors. Large, messy projects, gardening, and

nature walks are only a sampling of the types of activities which could take place in an

outdoor learning environment (Nair, Fielding, & Lackney, 2009).

Flexibility and adaptability are other newly adapted ideas in the learning

environment. Flexibility does not simply refer to moveable walls between classrooms.

The changes to be made should be easily adapted and have the ability to change daily.

Adaptability should also address what cannot be changed. This involves the building

ergonomics including natural ventilation, daylight, and acoustics. By addressing these

things, human needs are accommodated rather than current practice (Nair et al., 2009).

The idea of learning communities has been around for centuries. These learning

communities, as outlined by David Thornburg (2001), take into consideration basic

human needs. He proposed three “primordial learning metaphors” which consider

these human needs: the campfire, the watering hole, and the cave.

Thornburg (2001) states, “one of the distinguishing features of humans is that we

are storytellers”. This is an important feature when it comes to learning. Storytelling has

been a major source of teaching for thousands of years. This form of teaching commonly

brings an opportunity for multiple interpretations. This quality allows adults and

children to enjoy the same story together. Throughout history, storytelling commonly


took place in sacred places, typically surrounding a fire. Thus, the campfire represents a

learning environment where the speaker is the main focus (Thornburg, 2001).

Just as campfires have stood the test of time, watering holes are of equal

importance. Nearly every species on the planet has the need to gather at a central source

of water. This ‘hub’ serves as the place for people to share information with their

neighbors. Thus, the watering hole became the place for people to learn from their

peers. This offered a new type of learning community which was less formal. “Each

participant at the watering hole is both learner and teacher at the same time”

(Thornburg, 2001). The watering hole should remain alive and well in schools today.

“Any disconnection from this informal learning community risks a disconnection from

one of the things that makes us human” (Thornburg, 2001).

The main focus of campfires and watering holes is the gathering of people and

making contact with peers. However, there comes a time when one must come in

contact with himself. The importance of alone time has also been noted throughout

history. Indigenous people of the Americas practiced a formalized “vision quest” where

the learner would spend two days in a remote cave in hope of gaining inner wisdom

which could guide him through the next stage of life (Thornburg, 2001). This is also

applied to learning. Often times, knowledge will need to be internalized rather than just

externally accepted. This internalization is commonly best achieved during a quiet

moment alone in a space that can best be described as a cave (Thornburg, 2001). All

three types of spaces are critical to learning.

“Learners have long gathered around campfires, watering holes,

and have isolated themselves in the seclusion of caves. They have

experienced all these learning environments in balance and, if the

balance is offset, learning suffered” (Thornburg, 2001).


Engagement in Schools

Two of the three basic patterns of learning, campfires and watering holes, focus

on engagement: engagement between the teacher and the student, and engagement

among students. There has been a general agreement in school reform literature

concerning conditions that contribute to student success (Wang & Eccles, 2012). One of

the most predominate conditions for student success in contemporary education is

engagement (Wang & Eccles, 2012). Active school engagement is not only vital to a

student’s educational success but also to success in becoming an adequate member of

society (Wang & Eccles, 2012). However, studies show that students become more

disengaged as they progress through school. By high school, 40% to 60% of students

become chronically disengaged, not counting those who have already dropped out

(Klem & Connell, 2004).

Types of Engagement

A study by the American Educational Research Association (2004) states school

engagement is a multidimensional structure that can be defined in three ways:

behavioral, emotional, and cognitive engagement (Fredricks, Blumenfeld, & Paris,

2004). Behavioral engagement fosters the idea of participation and includes involvement

in school-related activities. This type of engagement is said to be crucial in the

achievement of positive academic outcomes and the prevention of dropping out of

school (Fredricks et al., 2004; Wang & Eccles, 2012). Emotional engagement incorporates

the positive and negative reactions in the classroom. This could be a reaction to the

teacher, classmates, academics, and the school itself. It is presumed to create personal

identification and sense of belonging and influence ones willingness to complete work

(Fredricks et al., 2004; Wang & Eccles, 2012). Cognitive engagement deals with one’s


motivation to learn as well as self-regulated learning approach. This includes a personal

eagerness to put forth the effort necessary to understand the material (Fredricks et al.,

2004; Wang & Eccles, 2012).

Klem and Connell (2004) suggest that engagement can be defined and measured

in two different ways: ongoing engagement and reaction to challenge. Ongoing

engagement follows the multidimensional construct (behavioral, emotional, and

cognitive engagement) as defined by Fredricks, Blumenfeld, and Paris (2004). Reaction

to challenge, on the other hand, is a less-frequently used area of engagement. This

component refers to coping strategies for dealing with challenges, particularly when the

student is faced with anticipated failure in school. Here, the student must decide if

he/she will engage or withdraw. In this situation, an optimistic student will form a plan

and attempt to prevent the problem in the future. Contrarily, students who are

threatened by the situation tend to react to perceived failure by dodging the situation

mentally or physically. When the issue arises in the future, the student will avoid or

delay the activity as long as possible. At this time, anger, blame, denial, and anxiety

begin to surface (Klem & Connell, 2004).

External Influences

Teacher support has been proven to play a large role in engaging students in the

classroom (Fredricks et al., 2004). This includes both academic support and

interpersonal support. A child’s initial behavioral engagement can influence this

relationship with the teacher. Research shows that there is a direct correlation between

teacher involvement and student engagement. The higher the student’s engagement,

the greater the teacher involvement and vice versa (Fredricks et al., 2004). This study

shows that students who do not feel positively supported by their teachers are more

likely to drop out of school (Fredricks et al., 2004). The idea is that the student-teacher


relationship is balanced. The academic and the social environments must both benefit

the student. If the focus falls only to academics, students are likely to experience

emotional disengagement and become more concerned and worried about making

mistakes (Fredricks et al., 2004).

Research shows students often cluster together in peer groups with similar levels

of engagement. Students who associate themselves with highly engaged peer groups

increase their levels of behavioral engagement throughout the school year (Fredricks et

al., 2004). Studies show that peer acceptance plays a vital role in school satisfaction and

emotional engagement. Students who are often rejected during elementary school years

commonly display poor conduct and lower levels of classroom participation. Peer

rejection also increases the probability of dropping out of school (Fredricks et al., 2004).

Ideally, students engage in subjects that they are most interested in. Students

who are intrinsically motivated are more likely to seek out challenges (Institute of

Medicine (USA) et al., 2003). Some students are able to internalize the value of a good

education. When this occurs, the subject of study does not directly impact the student’s

motivation to learn. This is often a result of the student having observed a significant

role express similar values (Institute of Medicine (USA) et al., 2003).

Anxiety and Engagement: How They Impact Each Other

Dr. Amanda Gamble (2009) suggests that anxiety leads to poor academic

performance and underachievement. It is believed this underachievement is caused by

the student’s poor engagement in school. Highly anxious students often delay tasks that

require communication and social interaction. Consequently, they miss the benefits of

collaborative and interactive learning (Gamble, 2009). Often times, students will act less

socially competent in order to lower anxiety by avoiding peer interactions perceived as


potentially threatening situations. High standards at school can also lead to an increase

in anxiety. When a student reaches an inability to meet expectations, it is perceived as

failure and the student becomes increasingly anxious (Gamble, 2009).

Gamble (2009) points out a cyclical pattern in students who suffer from low

engagement and high anxiety levels (Figure 2). First, there is a noticeable decrease in

school engagement, causing a cognitive interference. The student then shows poor

academic achievement despite true potential. Motivation to participate in academics is

decreased and the student begins to increasingly think less and less of himself. This

negative self-evaluation results in increased anxiety and the cycle starts over again

(Gamble, 2009).

Figure 2: Cycle of Anxiety and Disengagement (Created by Author)

Restorative Environments

The Psychology Dictionary (n.d., para. 1) defines restorative environments as “any

surroundings or natural setting which assists in rejuvenation or recovery from tension

Cognitive Interference + Decreased Engagement

Poor Achievement Relative to Potential

Decreased Motivation to Study or Participate

Negative Self-‐evaluation & Academic Self

Concept

Increased Anxiety


or chronic fatigue.” Kaplan (1983 as cited in Korpela, 1991, p. 371) states that restorative

environments are “the kinds of settings in which [people] can recover their capacity and

fend off distraction and coercion” and helps one recover from a state of mental fatigue

(Kaplan & Kaplan, 1989). Mental fatigue is a decrease in cognitive performance due to

extended periods of cognitive activity (Marcora, Staiano, & Manning, 2009). It is a

common result of overworking, mental stress, overstimulation and under-stimulation,

depression, boredom, and lack of sleep (Marcora et al., 2009).

Third Place

Oldenburg (1999) defines three place types which people identify with: First

Places, Second Places, and Third Places. In contradiction to First Places (the home) and

Second Places (work), Third Places allow people to put aside their daily concerns and

enjoy the company and the conversation around them. Oldenburg (1999, p. 20) states

that “the third place is the peoples’ own remedy for stress, loneliness, and alienation.”

He outlines eight characteristics that third places should follow.

1. Must be on neutral ground. Neutral ground means individuals must be able to

come and go as they please. No member is required to play host to others, and everyone

feels at home (Oldenburg, 1999).

2. Should act as a leveler. The place should be fully inclusive and accessible to the

general public. There should be no formal criteria for membership. The idea is to

expand possibilities for friendships rather than being concerned with social rank. A

place which is a leveler allows individuals to know their workmates in a fuller light

than is possible in the workplace (Oldenburg, 1999).


3. Conversation is the main activity. Nothing indicates a Third Place better than

good conversation. Talks should be lively, colorful, and engaging. The conversation

works with the leveling factor of the Third Place (Oldenburg, 1999).

4. Accessibility and Accommodation. Third Places have traditionally kept long hours

in order to serve the public when they have no other responsibilities. The place must be

ready to serve the needs of the people in the intervals before, between, and after

mandatory responsibilities elsewhere. The location of a Third Place must be accessible

and not too far from the home. If it is too far, it becomes inconvenient and people will

not go (Oldenburg, 1999).

5. Host a stream of regulars. The company of fellow customers attracts regular

visitors. The number of regulars does not matter as long as they are able to set the

mood. The staff members must also be inviting in order to keep newcomers returning

(Oldenburg, 1999).

6. Keep a low profile. The Third Place is typically plain and unimpressive in

physical appearance. They are not typically advertised. Third Places have a sense of

homeliness and are commonly found in older establishments. By not having a shiny

new look, strangers are kept to a minimum (Oldenburg, 1999).

7. The mood is playful. The Third Place keeps a persistent playfulness in spirit.

Happiness and acceptance trump anxiety and alienation. The environment fosters a

feeling of being ‘apart together’ (Oldenburg, 1999).

8. A home away from home. Although the home and the Third Place are very

different by definition, the Third Place must have a feeling of ‘homeness’. One

individual speaks of his coffee shop, stating, “other than my home, this is the only place

where I know I’m going to be everyday at about the same time.” However, regularity is

not enforced (Oldenburg, 1999).


Oldenburg (1999) concludes that Third Places do not replace the home’s ability to

regenerate and restore. Rather, the Third Place brings on a regeneration of spirit and

moments to unwind. The individual gains a sense of ownership in the place and feels

completely ‘at home’. In turn, these settings have a warmth about them that radiates

from the friendliness of the environment. Although Third Places are commonly

associated with settings frequented by adult consumers (coffee shops, bars, athletic

clubs, dinner clubs, etc), it is possible that teenagers may also generate their own Third

Places in boys and girls clubs, shopping malls, game arcades, sports arenas, libraries,

and other settings that become the “hangout” for either groups or individuals after

school, evenings and weekends. Korpela (1992) refers to these Third Places for teens as

Favorite Places.

Favorite Place

Much like Oldenburg’s theory of Third Place, Korpela (1992) observes that

adolescents use particular settings for emotional and self-regulation. These types of

regulation align closely with place identity, place attachment, and restorative

environments and are most commonly referred to as ‘favorite places’ ( Korpela, Hartig,

Kaiser, & Fuhrer, 2001). Place identity is formed by experience and awareness in places

which have a role in the regulation of a person’s emotional balance ( Korpela et al.,

2001). Place attachment applies place identity to places and allows them to develop and

maintain their identities ( Korpela et al., 2001). Restorative experience happens through

emotion and self-regulation and commonly involve positive mood change and offset

feelings of stress and attentional fatigue (K. M. Korpela et al., 2001).


Attention Restoration Theory

Favorite places enable experiences commonly related to restorative environments

as defined by Kaplan and Kaplan (1989) (also cited in Korpela & Hartig, 1996). A

restorative environment aids in the recovery of mental and attentional fatigue.

Mental/Attentional fatigue is the result of excessive directed attention and can be

caused by stress or excessive hard work on a project one enjoys (Korpela, 1991). Kaplan

and Kaplan (1989) propose Attention Restoration Theory (A.R.T.) as a way to offset

mental fatigue. They define four factors that characterize the person-environment

interaction which happen in restorative settings: being away, fascinations, extent, and

compatibility (Korpela, 1991).

Being away deals with putting aside the work and taking a moment to rest. It

does not mean literal distance, but refers to separation of focus from the experience of

the typical workday. By separating oneself from work, the mind is able to be restored

(Korpela, 1991).

Fascinations, also frequently called ‘soft fascinations’, attract people and keep

them from getting bored. This allows the individual to function without having to use

directed attention. Fascinations leave room in the mind for other thoughts and allow the

mind to wander. Things like clouds, rustling leaves, patterns created by light, and even

fish swimming in an aquarium are possible examples of environmental contents having

fascinating qualities (Korpela, 1991).

Extent is a feeling of being in a different world. It gives the sense of there being

more than what is initially perceived. For example, a small room can create extent

through intensity rather than through a suggestion of largeness (Korpela, 1991).


Compatibility allows for a sense of oneness with the environment. An individual

pursues his goals in an environment that supports his needs. When the environment is

a good fit, the individual is allowed to be in a reflective frame of mind (Korpela, 1991).

Literature Review Conclusion

High school aged children are at high risk of developing an anxiety disorder

(Lowe et al., 2004). Research shows that traditional educational settings typically

produce an unnecessary amount of stressors (Roeser et al., 2002) and school

environments have one of the highest rates of anxiety for teens (Lowe et al., 2004). Due

to the extended amount of time teenagers spend in the school environment, there is

urgency to address issues with anxiety, great or small. Although there is emerging

information on teen anxiety and the effects of anxiety on learning, there is little research

exploring how the physical setting can be altered to improve educational performance

and off-set stressors for adolescents suffering from anxiety or an anxiety disorder.

Improving the organization of the physical environment and providing options

that benefit multiple personality types could significantly improve adolescents’

academic performance and their quality of life (Nair et al., 2009). By applying

restorative design qualities to the educational environment, the interior may improve

behavioral concerns and coping abilities within the school as well as everyday life.


Data Collection

Introduction to Research Methodologies

A mixed method approach was implemented in order to obtain both quantitative

and qualitative outcomes. In addition to a literature review, a series of precedent

analyses were conducted to explore high school facilities, higher education communal

spaces, and restorative environments. This effort informed this design-research by

providing analysis of critical elements contained in existing examples of targeted

placetypes. A first-hand look at current high school facilities was obtained through site

visits and observations at both public and private institutions, including Lowndes High

School, Valwood Upper School, and Westminster School. In addition, a series of

interviews and focus groups were held with multiple high school faculty members,

ranging from counselors, teachers, principals, and directors, in addition to student focus

groups.

Precedent Studies

Intent

The intent of these case studies is to gain a better understanding of how three defined

place types provide elements or characteristics aimed at assisting learning.

Criteria

The following criteria were used in the analysis of each environmental setting or

placetype: presence of educational place types, progam elements, visual connections,

sustainable features, implementation of technology, furnishings, elements of spatial

identity, and restorative features (if present). Additional information on each of these

features or characteristics is presented below.


Educational Place Types: Campfire spaces, watering hole spaces, and cave spaces.

Campfire space, a typical traditional classroom setting or any other area

designed for storytelling as a way of sharing information. Watering hole space , a space

where students learn through peer to peer interactions, typically happening in common

areas, such as libraries, labs, or work centers, but could also happen in other settings

such as cafeterias or other areas where students gather. Cave space, a cubby or niche

where a student can retreat for individualized learning. It is also important to consider

design of spaces for different types of learning based upon Multiple Intelligences.

Multiple Intelligences is a theory that categorizes intelligence into different modalities

rather than a single ability. The nine intelligences include musical, visual, verbal,

logical, bodily, interpersonal, intrapersonal, naturalistic, and existential (Nair et al,

2009). In order to accommodate each of these types of intelligence, a variety of learning

spaces is needed (Nair et al, 2009).

Programmatic Analysis

The intent of a programmatic analysis is to understand where each of these three

educational place types occurs within a school in its entirety as well as the proximity of

these spaces to one another and to other spaces.

Visual Connections

An analysis of visual connectivity will explore elements of safety and security

within the school as well as transparency between spaces within the program. Safety

and security, plays a critical role, according to Kaplan and Kaplan in promoting

personal awareness and comfort within a space, therefore decreasing occupant anxiety.

The presence of visual connections also plays a key role in providing prospect and

refuge, an environmental characteristic originally developed by Appleton (1975, p. 63).

Refuge in this theory is seen as a semi-enclosed space, which promotes feelings of safety


and relaxation, whereas a prospect space (the view to the open adjacent space) is

stimulating and exciting (Appleton, 1975).

Sustainability: Daylighting, views, and outdoor connections.

An analysis of sustainable efforts is important to understand how certain

sustainable practices proven to effect learning are put to use within the space. A focus

will be placed on three major sustainable elements: Daylighting, views, and outdoor

connection. Daylighting has been connected to improved student performance and

increased attendance (Innovative Design, Inc., 2004). In addition, daylight and the

inability of access to daylight and its impact upon circadian rhythms has been

demonstrated to greatly impact sleep patterns, sleep deprivation, stress and mood

disorders (Leslie, Smith, Radetsky, Figueiro, & Yue, 2010). Views and outdoor

connection are important to consider for their ability to provide soft fascinations, extent

and momentary feelings of being away, all of which can fight mental fatigue, stress and

anxiety.

Use of technology

An analysis of technology will be used to determine the extent of technological

use or the provision for use of technology within the environment. Technology has been

seen as both a benefit and hindrance to school engagement, depending upon type of

technology and approach in use (McDowell, 2013).

Analysis of furnishings

An analysis of furnishings used within the specific spaces offers a better

understanding of how the furniture is helping or hindering learning and engagement

within the space. This will be determined by evaluating the mobility and adaptability of

the furniture, as well as, comfort and appropriateness. Palette of posture developed by

Steelcase (2012) will also be taken into consideration, revealing areas where lounge


seating, task seating, and standing can take place in order to reflect the new ways of

working (or learning) that have emerged due to today’s advancements in technology

and varying work styles.

Spatial identity: Scale, form, material, color

This analysis will focus more on the appearance of the space and the use of basic

design principles to achieve a pleasing and comfortable setting.


Jeremiah E. Burke High School

Figure 3: Jeremiah E. Burke High School (Broome, 2014)

Jeremiah E. Burke High School is a unique compilation of programs. The 1934

school and the nearby public library were in dire need of a renovation. The result is the

first collaboration of its kind. The overarching program includes a community center,

the Boston Public Library, and a public high school. Design was conducted by Boston-

based Schwartz/Silver Architects (Broome, 2014).

The new wing of the school is comprised of the school gym, the high school

library, and the public library. In order to keep the public library and the community

Architects: Schwartz/Silver Architects Location: Boston, Massachusetts Completion: January 2012 Scope: 65,000 sf new construction


center on the street level, the gym was placed on an upper level, leaving the high school

library sandwiched in between. Connection between each component was planned so

that facilities could be shared after the schools operating hours (Broome, 2014).

The design is flexible and user-friendly through the effectively managed

circulation with controlled access between different programs. With safety as a major

concern, the architects were sure to concentrate on maintaining transparency and

openness throughout the renovation.

Programmatic Components:

• “Living Room” • Children’s Room • Meeting Space and Workrooms • Studio Production • Media Center • Library Collections • Career Center • Study Rooms • Auditorium • Gymnasium with weight room

The floor plans on the following page represent the overall layout of the facility

with the major space types highlighted. Jeremiah E. Burke High School has a strong

balance of group-learning opportunities (watering holes) and escapes (cave spaces) for

individual learning. The architects took advantage of the corners, nooks, and crannies

to maximize moments of activity. Vertical circulation was also considered when placing

specific space types in order to minimize noise and disruptions. The placement of

library stacks also act as noise barriers and zoning tools. Overall, the space seems to be

well balanced.


Figure 4: Jeremiah E. Burke - First Floor Plan (Broome, 2014)

Figure 5: Jeremiah E. Burke - Second Floor Plan (Broome, 2014)

Figure 6: Jeremiah E. Burke - Third Floor Plan (Broome, 2014)


Environmental Considerations:

• Open library • Seating for multiple intelligences • Provisions of prospect and refuge • Daylight and views

The images shown below emphasize the implementation of cave-like spaces and

watering hole space. Campfire spaces happen in other areas of the overall program as

seen in the previous floor plans. Cave space can be seen in the niche that was created

underneath the staircase as well as individualized seating opportunities. Watering hole

space becomes evident in the table groupings found within each library while the

computer stations offer both hypothetical cave space as well as watering hole space.

Figure 7: Boston Public Library at Jeremiah E. Burke (Broome, 2014)


Figure 8 Children's Section of Library (Broome, 2014)

Figure 9: High School Computer Lab (Broome, 2014)

The use of technology in the space creates hypothetical cave spaces, meaning that

the computers and study carrels (pictured above) are set up to encourage individual

work rather than collaboration. The hypothetical caves could be more successful if

visual barriers were more prominent. Small group tables are placed adjacent to the

computer stations to accommodate group learning when needed or desired.

Seating is arranged in an array

of groupings to allow different

user experiences. Furnishings

range from hard-surfaces to

soft lounge seating. The

exterior glazing allows ample

daylighting into the space as

well as provides views to the

outdoors.


Lynnwood High School

Figure 10 Lynnwood High School Exterior View (Logan, 2014)

Lynnwood High School’s 1969 campus was notable for poor exterior circulation

between dilapidated blocks of classrooms. In 2004, Bassetti Architects redesigned

Lynnwood High School’s campus plan, with particular focus on a new approach. The

group decided to pursue an urban planning process rather than the typical campus

planning. The new approach provided Lynnwood with a unified campus with linked

centers in a variety of scales (Logan, 2014).

The building’s urban design approach provided a non-typical approach to scale

for the campus, as well as, created a community for the students to inhabit. The typical

metal panel and concrete block envelope possesses shading devices, light shelves and

passive-ventilation louvers, bringing texture and complexity to the facade. The school

exceeds the state’s energy code by 50 percent (Logan, 2014).

Architects: Bassetti Architects Location: Bothell, Washington Completion: 2009 Scope: 219,768 sf


The building is organized into four two-story clusters that face the central Agora

(Figures 11 and 12). These clusters are comprised of an athletic and library cluster, an

arts cluster with a theatre, and two classroom clusters. Each cluster forms an edge of the

Agora with enclaves and student display space that invites community interaction.

Specific functions within the space are signified by the use of form, material, and color.

To enhance the Agora, each classroom cluster is centered on its own gathering space,

linking classrooms, break rooms, and administrative offices.

Figure 11 Lynwood High School - First Floor Plan (Logan, 2014)


Figure 12 Lynnwood High School - Second Floor Plan (Logan, 2014)

Programmatic Elements:

• The Agora • Cafeteria • Event and Performance Space • Study Hall • Village Square • Display Space • Library • Arts Center with Theater


Figure 13 The Agora (Logan, 2014)

Figure 14: Exterior and Interior Circulation (Logan, 2014)

In the overarching urban plan, the Agora (Figure 13) becomes ‘Main Street’ or the

town square, offering dining, display, and social moments. The architects took

advantage of both indoor and outdoor circulation to maximize the use of space and

encourage the use of the outdoor walks as possible outdoor classrooms. These

unprogrammed moments lend themselves to becoming major social connection spaces

among the student body.


Marselisborg High School

Figure 15 Marselisborg High School Exterior View (Furuto, 2011)

Located in the center of Aarhus City, Denmark, Marselisborg High School

continues to meet the high demands of modern high school education. The high school

is renowned, rich in history and tradition. However, the new addition is anything but

traditional. The new structure features a new wing of classrooms, a two-story high

canteen, and a multi-use gymnasium. Through the use of transparency, GPP Architects

created ample daylighting and views to the beautiful scenery surrounding the campus

(Futuro, 2011).

The addition acts as a bridge between buildings, creating an indoor street and a

natural gathering place for students. The canteen (Figure 16) has become the new social

center for the school. The first floor connects to the new classroom wing to the existing

Architects: GPP Architects Location: Aarhus, Denmark Completion: 2013 Scope: 52,743 sf


school. The monumental staircase creates a place to hang out and connects the canteen’s

ground floor to the first floor of the classroom wing.

Figure 16: The Canteen (Furuto, 2011)

The new sports facility (Figure 17) is partially underground to fit the scale of the

surrounding buildings. A transparent structure connects the gym to the remainder of

the school and features a café and a common area where users can watch sports, do

homework, or dwell with others (Futuro, 2011).

Figure 17: Spaces of Activity – Monumental Stair, Gymnasium (Furuto, 2011)


The elevation below expresses how the programmatic elements work together to

form a cohesive school.

Figure 18: Lynnwood High School Building Section (Furuto, 2011)

Programmatic Elements:

• The Canteen • Gymnasium • Bridge • Monumental Stair • Classroom Wing

Figure 19: Diagram of Building Relationships (Furuto, 2011)

The diagram shown in Figure 19 demonstrates how the additional newly

constructed spaces work together with the existing school building. Floor plans (Figure

20) demonstrate how cave spaces, campfire spaces, and watering hole spaces layout

within the school. Campfire spaces and watering hole spaces are the space types most

prominently provided.


Figure 20: Marselisborg High School - Floor Plans (Furuto, 2011)

First Floor Plan

Second Floor Plan


Desiderata Alternative High School

Figure 21: Desiderata Alternative School (Jones Studio, 2011)

Desiderata Alternative High School is a specialized school that is dedicated to

helping adolescents with emotional disorders fulfill the dream of attaining a high

school diploma. The school’s program, in addition to general education, also focuses on

mental health and basic life skills for its 286 students. The school serves tenth grade

through twelfth grade (Jones Studio, 2011).

Architects: Jones Studio Inc. Location: Phoenix, Arizona Completion: 2006 Scope: 30,000 sf


Figure 22: Desiderata Alternative School – Interior (Jones Studio, 2011)

The architects added an exterior courtyard within the campus walls to be

used for recreation and outdoor classroom opportunities. The open courtyard also

allows ample daylighting to spill into the hallways of the building. Colored films were

added to the exterior windows in an effort to “de-institutionalize” the space and create

a varied learning environment for the students. The building also features skylights

scattered throughout the building’s infrastructure that distribute daylighting to the

classrooms (Jones Studio, 2011).

Programmatic Components:

• Administration • Classrooms • Dining • Therapy • Fitness

An intriguing ceiling feature (shown in Figure 23) runs the length of the major

concourse, giving visual differentiation between spaces. This acts as wayfinding as well

as brings texture and visual interest into the space.


Figure 23: Main hallway - Ceiling Feature (Jones Studio, 2011)

Figure 24: Classroom Interiors (Jones Studio, 2011)

Despite the architects’ efforts, the classroom spaces seem to be very institutional.

The traditional furnshings layout in the classrooms (Figure 24 - Right) suggests a

teacher-centric teaching style and the Smart Board appears to be placed inappropriately

to gain student focus. Other spaces, such as the instructional kitchen (Figure 24 - Left),


begin to suggest innovative collaborative learning opportunities, yet the finishes seem

very institutional.

The floor plan diagram (Figure 25) emphasizes the outdoor courtyards placed

throughout the school. Programmatic areas are clustered for ease of navigation. The

campfire spaces (classrooms) share a wing of the building, while administration and

public spaces are clustered to the opposite side of the building. The clustering of

therapy areas allows maximum privacy for the students as well. In addition to the

named classrooms and public areas, the architects have included a strip of small cave

spaces off the main circulation path, where students can escape stressors.

Figure 25: Desiderata High School - Floor Plan (Jones Studio, 2011)


Clough Commons at Georgia Institute of Technology

Figure 26: Clough Commons (G. Wayne Clough Learning Commons, 2014)

The G. Wayne Clough Learning Commons (Clough Commons) is a

multidimensional facility for university-level collaborative learning, student support,

and social life. The building accommodates a wide variety of spaces from auditoria to

small study nooks. Specialty classrooms focused on experiential learning can also be

found within the learning commons. Breakout rooms and adaptable space allow for

various types of learning to happen. A centrally located monumental staircase supplies

vertical circulation while encouraging the use of the stairs rather than the energy-

consuming elevators. The staircase also provides a gathering space for students to study

or socialize (G. Wayne Clough Learning Commons, 2014).

Architects: Bohlin Cywinski Jackson Location: Atlanta, Georgia Completion: 2013 Scope: 220,000 sf


Figure 27: Clough Commons Interior – Help desk and Starbucks Coffee Corner (Created by Author)

Rather than providing administrative and departmental offices, Clough

Commons provides student-centered success programs such as a writing center and

student support services. A central help desk is located on the ground level to acts as

the core for these services. When students are not in class or studying, they can break at

the Starbuck’s coffee counter located on the main floor (G. Wayne Clough Learning

Commons, 2014).


Figure 28 (left): Tech Green (G. Wayne Clough Learning Commons, 2014)

Figure 29 (right): Niche with outdoor appearance (G. Wayne Clough Learning Commons, 2014)

Along with the flexible interior, Clough Commons offers an abundance of

outdoor opportunities. The ‘Tech Green’ (Figure 28), a rooftop green space, serves as a

social destination while also harvesting daylight and collecting rainwater. The facility’s

site also offers a lush lawn for outdoor recreation or learning. Some of the interior

niches embrace the connection to outdoor spaces (Figure 29), taking full advantage of

the views to nature as well as the Atlanta skyline.

The floor plan diagrams (Figure 30) explain how the layout of the space assists

with wayfinding throughout the commons. The building is divided into a west wing

and an east wing, and color-coded to make navigation as easy as possible.

Above: Figure 29


Floor 1 Floor 2 Floor 3

Floor 4 Floor 5

Figure 30: Clough Commons Floor Plans 1-5 (G. Wayne Clough Learning Commons, 2014)


York University Learning Commons

Figure 31: York University - Scott Library (York University Learning Commons, 2012)

The main floor of Scott Library at York University houses a learning center

designed particularly for the university’s diverse student body and the collaborative

learning methodology employed by the school. In order to maintain the buildings

existing structure, the architects focused mainly on interior elements. Bold colors and

simple geometries create new levels of scale within the space while giving the space a

fresh modern look. Permanent fixtures were kept to a minimum to allow growth and

flexibility within the space (York University Learning Commons, 2012).

The Learning Commons provides students with many different learning

opportunities, in both group and individual settings. Various seating opportunities

available include desks, booths, lounge chairs, and even specialized spaces on the floor

(Figure 34). Zoning within the space allows students the opportunity to work in active,

noisy areas or quiet, enclosed areas. The library houses a centrally located circulation

Architects: Levitt Goodman Architects Location: Scott Library, Toronto, Canada Completion: 2010 Scope: 17,000 sf


and help desk and easily maneuverable furnishings among the stacks. ‘The Salon’

(Figure 32) is a centrally located area behind the stacks in the library where students can

get cozy in oversized armchairs and enjoy a quiet learning environment. Private study

rooms are available as well (York University Learning Commons, 2012).

Figure 32: The Salon (Right) and The Hub (Left) (York University Learning Commons, 2012)

‘The Hub’ (Figure 32) sits directly adjacent to the library, providing semi-

enclosed ‘Learning Pods’ (“York University Learning Commons” 2012). The semi-

enclosed space provides a sense of prospect and refuge while give visual connection as

well. Many of the furnishings provide built-in power sources, TV monitors, and

shelving for personal belongings. Walk-up computer stations line the walls to

accommodate quick tasks (Figure 33).

Figure 33: Learning Pods (York University Learning Commons, 2012)


Adjacent to the Hub lies the Collaboratory, featuring a landscape of steps

referred to as ‘The Hill’ (Figure 34). At The Hill, students can gather and spread out on

the floor for a group project or just to get in some social time. The area could also be

used as an amphitheater-style presentation space. Booths equipped with monitors line

the Collaboratory for group meetings, small group presentations, or teleconferencing

(Figure 35 – Right). On the opposite side of the booths, individuals can perch at small

personal desks with power sources available (Figure 35 – Left).

Figure 34: The Hill (York University Learning Commons, 2012)


Figure 35: Booth Seating with Adjacent 'Perch' (York University Learning Commons, 2012)

The floor plan diagram (Figure 36) demonstrates the relationships between the

main components of the learning center. Zoning and variety are the keys to success for

the space. This particular project shows great implementation of cave spaces and

watering hole spaces working together for an optimal learning experience outside of the

classroom.


Figure 36: York University's Scott Library - Floor Plan (York University Learning Commons, 2012)


Precedent Study Conclusion

A major pattern identified throughout the precedent studies included the

integration of three major place types: campfire space, watering hole space, and cave

space into main gathering areas and circulation paths. Whether the projects were large

or small, each project included a minimum of two of the three spaces, and in most cases

all three. However, the balance between the types of spaces seems to be skewed in some

precedents.

Campfire spaces are present in all of the reviewed projects. Some campfire

spaces were in the form of traditional classrooms, others in presentation or auditorium

spaces. . Classrooms were consistently clustered and often adjacent to small watering

hole spaces. In instances where classroom clusters resemble neighborhoods, each

neighborhood is given its own watering hole.

Cave spaces could present potential security issues. Therefore cave spaces were

often seen as ‘suggested caves’ or ‘hypothetical caves’, meaning the space was not fully

enclosed or not enclosed at all. However, having some sort of defensible space allows

for a more successful cave, whether low panels to block peripheral vision or a canopy

overhead providing for a sense of place which aids in defining the space. Precedent

studies demonstrated that it is important keep visual connection while giving a feeling

of enclosure in creating a cave space. The Learning Pods of York University’s Hub are a

great example of how the relationship between prospect and refuge (or visual

connection between private and public space) can work together. Caves can also exist in

the open by providing a quiet zone with seating for individuals. Furniture placement,

as demonstrated in the precedents, is key to creating open caves.

Visual connection is a recurring theme in the precedents analyzed. The more

successful examples of the watering hole spaces seem to be more open and inviting


rather than closed off. Security is a major concern with schools and visibility is critical.

In many cases in the precedents, the security is placed in a way to maximize visual

connection. This includes providing transparency. The idea of transparency extends

beyond visibility. Transparency is a way to achieve a feeling of community while

connecting with others for learning opportunities. Not only does transparency connect

the interiors, it connects the interior and the exterior as well. Many of the precedents

contain integrated outdoor areas to be utilized as exterior learning opportunities.

Overall, the idea of autonomy or individual control is the key to success. Giving

students control over the environment and supplying them with choice accommodates

a sense of ownership and place identity within the setting. For adolescents, the control

requires set parameters for reasons of safety and security, but is critical especially when

managing stress and anxiety.

The use of technology appears in each of the precedent studies. In many cases,

the technology is integrated into furniture to allow easy access and accessibility.

However, integration of technology could affect the ability to adapt or flex the space.

Individual computer stations appear in almost every project, suggesting that this type

of station is necessary for daily school function. Many of the lab-style computer areas

are isolated within a technology lab or located in a central zone in the library while the

smaller individual stations happen within the vicinity of the learning community.

Furnishings vary by space and offer much variety when compared to traditional

schools. Soft seating appears more and more, verses hard seating and formal desk areas.

Standing height opportunities are also offered for those only needing temporary space

or to discourage students from sitting for long periods of time. This trend in seating is a

reflection of the palette of posture demonstrated in Steelcase’s 2012 whitepaper on

evolving work styles.


Cave spaces in the precedents lend themselves to having more soft seating due to

the use of the space type as a retreat and refuge. Watering holes in the precedents

require a mixture of all three postures due to the many intelligences that come together

in the space. Layouts in watering hole precedents were zoned to suggest quiet zones

versus loud zones. Campfire spaces in the precedents typically only had task seating

but, other postures are known to be slowly making their way into classrooms. Soft

seating could give the classroom a home-like feeling and aid in the decrease of stress.

While standing height work areas could increase activity in the classroom and result in

better student engagement. Of course new teaching modes would need to be

incorporated to accompany these new learning spaces in the classroom, as traditional

lengthy lecture and note taking is not appropriate in these postures.

Site Observations and Interviews

Intent

Site visits allowed a first-hand experience of the facilities being investigated. This

in-depth method allowed details to be recorded that are unlikely to be documented in

any other type of research methodology. Site visits were challenging to accomplish due

to security concerns of schools, especially within the public school system, therefore the

number of site visits are limited. Despite restrictions, three site observations were

granted; two private schools and one public school.


Valwood Upper School

Figure 37: Valwood Upper School Entry (Created by Author)

Valwood is an independent private college preparatory school located in

Valdosta, Georgia. Valwood enrolls students in pre-kindergarten through twelfth

grade. The school was chartered in 1968 and began classes in September of 1969. In the

fall of 2000, the school received a gift of 45 acres of land, opening as the new Valwood

campus in 2002. Valwood is home to 380 students, with 165 total students in the Upper

School (grades 9-12).

The campus is located on a somewhat busy highway with a mix of residential,

light commercial, and light industrial tenants nearby. Valwood is comprised of 8 main

buildings arranged around a central ‘field’. Each level of classes has its own building

(Lower School - grades Pre-K – 5, Middle School - grades 6-8, and Upper School -

grades 9-12) in addition the campus contains a library, an arts building, the gymnasium,

administration, and a cafeteria. The arrangement of the buildings allows for a feeling of


seclusion since most activity happens inside or within the protected central courtyard

(Figure 38).

Figure 38: Valwood Campus - Arial View (Google Maps, 2014)

Connectivity between buildings seems to be an issue, leaving many

opportunities for improvement. These gaps between buildings could become great

indoor/outdoor spaces to foster learning and socialization. Despite the ample green

space, students are not provided seating opportunities or purposefully designed

gathering spaces or learning spaces outdoors.

When moving into the interior of the Upper School, it became very apparent that

despite the fair student-teacher ratio of 15:1, and the overall small size of the school, the

classrooms and common spaces were bursting at the seams and not ample in size to

accommodate students. Classrooms are crowded with bulky fixtures and desks and the


finishes are quite outdated (Figures 39 and 40). The school is underwhelming, lacking

visual interest that would foster an engaging learning environment.

The daily schedule at Valwood consists of 7 periods of classes and a lunch

period. Each student is also granted a free period where they can partake in study hall

or any choice of extracurricular. Some students work as administration assistants

during their free period. Classrooms are very tight despite the smaller class sizes. Large

portions of the classrooms are taken by counters of desktop computers (Figure 39) with

a row of chairs. The computers are underutilized and consume valuable space that

could be used for collaboration and other forms of active learning.

Figure 39: Valwood - Computer Stations in Rear of Classroom (Created by Author)

In addition to the computer stations, each classroom is equipped with a

projector and a whiteboard. The furniture in the space is very typical for traditional

classrooms. However, for some students, the desks are small. They do not offer any sort


of adjustability nor do they foster active learning strategies. The bulky desks are

arranged in front-facing rows with little room for change (Figure 40).

Figure 40: Valwood - Typical High School Classroom (Created by Author)

Interior common spaces for high school students at Valwood include the arts

building, the gymnasium, the library (Figure 41), and the senior lounge. These spaces

are also very tight and designed based upon primary function and durability / clean-

ability rather than to promote student engagement. Little color and few, if any,

comfortable lounge seating is provided in the library (Figure 41). As is seen in most

traditional school settings low stacks in the library serve as a barrier between

collaborative (or individual) study tables and the computer lab / computer learning

zone. High bookshelves surround the perimeter of the library.


Figure 41: Valwood Library (Created by Author)


Westminster School

Figure 42: Westminster School Entry (Created by Author)

Just outside of Atlanta’s city center, The Westminster School sits nestled on a

beautiful natural 180 acre setting in the Buckhead district. The campus includes 13

academic buildings for grades Pre-K through 12. The Westminster School is home to

approximately 1,850 students, of these820 are high school students (approximately 205

students per grade 9-12).


The campus is located close to I-75, but due to the lush trees and vegetation, the

school seems to be in the middle of a secluded forest (Figures 42 and 43). The buildings

are arranged in a manner that resembles a college campus with a main ‘street’ or a

series of pedestrian courts running through the center.

Figure 43: Aerial View of The Westminster School Campus (Google Maps, 2014)


Many of the buildings are not connected to one another in any way. Green spaces

seem to be utilized quite a bit. Students lay claim to tables and benches throughout the

courtyard, showing extensive qualities of territoriality. Students leave their belongings

as territorial markers rather than utilizing the given lockers within the school. Particular

groups or grades lay claim to particular areas.

Figure 44: Student Territoriality Shown at Westminster (Created by Author)

Other common gathering spaces include interior spaces such as a student lounge

with a café and various collaboration rooms throughout the campus (Figure 45).

Students also utilize bench seating within the hallways (Figure 46), although the

outdoor settings seem to be preferred when weather permits.


Figure 45: Student Lounge and Collaboration Room at Westminster (Created by Author)

Figure 46: Student utilizing Bench Seating at Westminster (Created by Author)


Although the campus is very different, it became apparent that the interior of the school

struggles from the same issues that many other schools of its age. Despite the favorable

15:1 student-teacher ratio, the classrooms are entirely too small. The wooden desks and

plastic chairs seem to be too bulky for the tiny classrooms. While some teachers choose

a traditional arrangement (Figure 47), other teachers attempt different arrangements of

the desks to increase engagement, but the classroom just becomes too overcrowded

(Figure 48). In some cases, teachers brought in soft seating in an attempt to make the

classroom more home-like and comfortable (Figure 49).

Figure 47: Typical Westminster classroom (Created by Author)


Figure 48: Different Classroom Arrangements at Westminster (Created by Author)

Figure 49: Soft Seating in Westminster Classrooms (Created by Author)

The Westminster School’s administration has recognized some of the issues

within the school and is currently attempting to remedy them. The school updated two

classrooms to serve as a test before transforming the whole school. The newly

retrofitted rooms include Steelcase’s Node chairs, Smart Boards, whiteboard paint, and

bright colors on the walls (Figures 50 and 51). The Administration hopes to draw

conclusions from their classroom design pilot study and make the much-needed

changes in the future.


Figure 50: Newly Retrofitted 'Test' Classrooms at Westminster (Created by Author)

Figure 51: Whiteboard Wall at Westminster (Created by Author)


Lowndes High School

Figure 52: Entry to Lowndes High School (Lowndes High School, 2014)

Lowndes High School is located in rural South Georgia in the city of Valdosta.

The school has been operating since 1966 with a starting enrollment of 805. Over the

years, Lowndes has grown to be one of the largest high schools in the state of Georgia,

serving almost 3,000 students. The initial visit to Lowndes High consisted of an

interview with the principal and a tour of the main school buildings. Throughout the

tour, it became clear that Lowndes High was different in that each issue that was

anticipated was then multiplied dramatically due to the size of the school.

The campus is located directly adjacent to I-75 amongst a mix of residential and

commercial tenants. Lowndes High is comprised of 6 main classroom buildings and

administrative buildings, in addition to a cafeteria and a new gymnasium. The

arrangement of the buildings is very sporadic; leaving random un-programmed spaces

between the separate buildings. New buildings of classrooms were added to


accommodate the rapid growth in the school without taking connectivity to the existing

campus into consideration.

Figure 53: Aerial View of Lowndes High School (Google Maps, 2014)

The main entry is nicely landscaped with beautiful shrubbery and shade trees

(Figure 54). However, there are no seating opportunities available to allow students and

faculty to enjoy the space. Other areas between buildings are not as nicely landscaped.

A few areas have grass while other sections have been completely paved over with

concrete sidewalks (Figure 55).


Figure 54: Front Entry Landscaping at Lowndes (Created by Author)

Figure 55: Indoor-Outdoor Space Between Buildings at Lowndes (Created by Author)

When moving into the interior of Lowndes High, it became very apparent that

the classrooms and common spaces were entirely overcrowded. With an average

student-teacher ratio of 35:1 (more than twice the ratio in the private schools), the


classrooms are beyond full (Figure 56). Desks and finishes are quite outdated and lack

visual interest that would foster an engaging learning environment. The majority of the

interior walls are concrete masonry that has been painted grey (one of the school

colors), lending itself to a very institutional appearance. Portions of some classrooms

are consumed by counters that once held desktop computers (Figure 57). However,

when the budgets for public schools were cut and the students-teacher ratio increased,

the classrooms no longer had the extra space for computers and moved the computers

to designated computer labs. Administration is in the process of tearing the counters

out, however, some still remain in several classrooms.

Figure 56: Lowndes High - Typical Classrooms (Created by Author)


Figure 57: A Remaining Computer Counter in a Classroom at Lowndes (Created by Author)

The daily schedule at Lowndes High consists of 4 blocks of classes and a lunch

period with 7 minutes between each block. Some classes are substituted for

extracurricular activities. The hallways, where lockers are kept, are very congested

between classes and after school (Figure 58). However, students do not utilize their

lockers due to the congestion of people and the small amount of time between classes.

This is particularly true for students whose lockers are located many buildings away

from their classrooms.


Figure 58: Major Hallways During Class and In-between Class (Created by Author)

Site Visit Conclusions

The data gathered from the first-hand experience of visiting these high schools is

unmatched by any other research methodology. Having a real-life experience in

the environment being researched allows for personal study and observation of

information that is not evident in literature. Both positive aspects, such as

student lounges and free periods found at Westminster, and the negative

features, including overcrowded classrooms and extremely stressful eating

environments found at Lowndes High, can help to inform and guide the design

solution. Additionally, territoriality and place attachment was observed at all

three locations that would most likely be overlooked if site visits had not been

conducted.


Interviews and Focus Groups

Interviews serve as a way to gather individual insight into the subject matter at

hand. Interviews allow for detailed answers and more personal accounts than other

research methodologies. During this thesis research, six interviews were conducted,

including sessions with a school director, two high school principals, a high school

counselor, a school social worker, and a high school teacher.

Much like interviews, focus groups allow for a less-formalized conversation

about the participants’ personal experiences. In addition to the interviews mentioned

above, two focus groups were conducted with groups of high school students; one

group of six high school seniors from a private school and one group of three high

school students, grades 9 and 10 from a public school.

Overall the interview and focus group questions were consistent for each

interviewee category. The questions, as well as a compilation of the respondents’

answers, are listed below. These confidential interviews were casual in nature, so any

topics that arose outside of the outlined questions are also included in the research

findings.

The questions listed are mostly qualitative in nature. Quantitative questions were

also used to provide information for site observation research in the previous section.

Questions focused on topics such as student anxiety and student issues, student

engagement, environmental features and challenges, demonstrations of territoriality

and other relevant topics identified through the literature review and precedent

students. A full list of questions and responses for each interview and focus group can

be found in Appendix B. In order to retain anonymity, respondent identities are not

revealed.


Interview and Focus Group Conclusions

Overall, interviewees have agreed on most subjects discussed. While the

individuals come from different backgrounds, they all have a single goal in common;

student success. All parties agreed that anxiety is a major issue in the high school

environment and that anxiety affects a student’s ability to academically perform as well

as socially interact with faculty and peers. In most cases, outdoor access was available

but was not utilized as a learning/teaching opportunity. All respondents also feel that

over crowding is hindering the ability to accommodate active learning, collaboration,

and progressive teaching methodologies.

The student groups that were questioned mostly stated that they were active

learners, adding that the subject matter was part of the consideration. Anxiety was

definitely a concern for all of the student respondents with varying triggers and coping

mechanisms. Students repeatedly suggested a need for territory to call their own. They

also requested a place that is more flexible where they can escape from daily stressors.

One group commented on the lengthy procedure required to gain access to a counselor

and felt that most of the time issues could be resolved with just a little alone time.

However, the students are not typically given any time outside of the classroom. The

students also have an opinion on color in the environment, mentioning that the given

school colors are boring choices for the walls of the school. When Furniture was

discussed, students preferred tables and chair to the traditional desks and requested

more time away from the desks.


Design Solution

Site Selection

The following physical and social criteria were developed in order to choose the

best site for the high school designed as part of this thesis effort.

Physical Criteria:

• Must be located in rural Georgia to allow for site visits.

• Must facilitate parking for faculty, students, and busses.

• Must be appropriately located in respect to other schools

• Must accommodate a student body of 1,500 – 4,000 students

Social Criteria:

• Must have access to the outdoors or green space

• Must provide opportunities for daylighting and views

• Must be an existing school building to be renovated or an adaptive reuse

facility in which a school could be developed.

After much consideration, research, and analysis, Lowndes High School is being

selected to serve as the site and building for this project. Lowndes High is most like the

typical American public high school, allowing any design solutions to be replicated in

other public high schools.

Site Analysis

Lowndes High School is part of the public county school system in Valdosta,

Georgia. Originally constructed in 1966, Lowndes High School is one of the largest high

schools in the state of Georgia with an enrollment of nearly 3,000 students and 225

members of faculty and staff. The facility has undergone multiple expansions to

accommodate the continued growth of the student population, leading to many issues


in the built environment. Refer to page 64 for additional information regarding

Lowndes High School.

Demographics:

• State: Georgia

• City: Valdosta

• County: Lowndes

• County Population: 114,552 [2012]

Climate:

The warm season lasts from May 15 to September 24 with an average daily high

temperature above 86°F. The hottest day of the year is July 15, with an average high of 92°F

and low of 72°F. The cold season lasts from December 1 to February 21 with an average

daily high temperature below 68°F. The coldest day of the year is January 18, with an

average low of 40°F and high of 62°F.

Figure 59: Climate Averages for Valdosta, Georgia (City-data.com)


Site Diagram:

Figure 60: The State of Georgia (Created by Author)

The campus (Figure 61 – Denoted in green) is surrounded by a mixture of

residential and commercial tenants as well as some undeveloped and agricultural land

(grey). Vehicular traffic is moderate, with the school itself bringing most of the traffic

during drop-off and pick-up times.

Figure 61: Diagram of surrounding area (Created by Author)

The city of Valdosta is denoted on

this map of the state of Georgia by a

green dot. The bold red line indicates

I-75.


Campus Diagram:

Figure 62: Campus Plan (Created by Author)

The Lowndes High School campus is comprised of 8 main buildings which

include 11 different ‘wings’ of classrooms. The main buildings are denoted in green in

the diagram above. Blue indicates external facilities including sports facilities, an

agricultural building, and the Lowndes County Board of Education. Yellow denotes

parking for staff, students, and busses as well as visitors. The red lines indicate primary

traffic on campus for pick-up and drop-off while the orange line indicates secondary

traffic on campus used mainly by busses, faculty, and students when extracurricular

activities are happening.


Building Analysis

Due to the complexity of the buildings, multiple diagrams were generated in

order to gain a better grasp on the extensive school campus.

Figure 63: Massing Diagram (Created by Author)

A massing diagram (Figure 63) begins to show gaps between buildings. In order

to better understand what is happening in the interior, a more detailed diagram was

generated to act as an overview for the building (Figure 64). The classroom wings cover

the majority of the school (yellow). Administration and guidance in centralized at the

main entry (pink). The music department, including band, is located on the southern

wing of the main building (purple) adjacent to the cafeteria (orange), which is called the

“Cafetorium”, where dining is centralized. The school also includes a gymnasium

(blue), which is the campus’ latest addition.


Figure 64: Building Overview (Created by Author)


Figure 65: Analysis of Anxiety (Created by Author)

A spatial analysis of anxiety was generated to determine where anxiety is most

prevalent as well as what types of anxiety. This diagram represents a sampling of

spaces, not including every space that the listed types of anxiety could occur.

Additionally, experiences of anxiety differ for each individual. However, the diagram

above represents the majority.

Project Overview

Project Statement: A high school that incorporates the restorative qualities of favorite

places in order to abate the feelings of anxiety among the student body and increase

engagement levels outside of the classroom setting.


Project Mission: To ease the feelings of anxiety among the high school student body

and encourage educational motivation through supplementing teaching efforts with the

design of the interior built environment. Design emphasis will focus upon creating

alternative learning environments, retreat spaces, and opportunities for social

interaction.

Design Concentration

The design solution will include the implementation of three major place-types

found in educational literature; campfire space, watering hole space, and cave space

(Thornburg, 2001).

Although campfire spaces are typically utilized in a classroom setting, they can

also be utilized in public spaces. Public campfire spaces can serve as outdoor

classrooms, performance spaces, event spaces, and more. A less-formal setting can be

established by placing campfire spaces outside of the classroom, encouraging an

engaging and active learning environment.

Figure 66: Diagram of Campfire Space (Created by Author)


Watering hole spaces may also be placed in many different settings. Active

learning is the main focus of watering holes, encouraging students to engage with their

peers and learn together. The space can be utilized by any number of individuals, a

small group, or even a full class.

Figure 67: Diagram of Watering Hole Space (Created by Author)

Cave spaces are for the individual learner. These spaces can be tucked away in

the smallest of nooks. While cave spaces are often thought of as enclosed, they can just

as well be suggested enclosures.

Figure 68: Diagram of Cave Space (Created by Author)


Concept Development: Alternate Perspectives

The concept upon which this project is based is Reality Therapy. Reality Therapy,

a psychological approach developed by William Glasser, is based on choice theory. This

approach was mentioned when speaking with the school counselor as a means of

coping with anxiety. This approach focuses on what Glasser calls psychiatry’s three

‘R’s: realism, responsibility, and right-and-wrong (Charles, 2002). Reality Therapy

focuses on the here-and-now actions of the client and the ability to create and choose a

better future. Glasser believes that there are five basic needs of all human beings:

survival, love and belonging, power, freedom or independence, and fun (Charles, 2002).

By achieving a balance of these five things, a person can begin to see life in a new light.

Figure 69: Concept Imagery (Created by Author)

William Glasser's choice theory is composed of four aspects: thinking, acting,

feeling, and physiology (Charles, 2002). A person can directly choose their thoughts and

actions, but have great difficulty in directly choosing our feelings and our physiology.


In order to gain better control over ones thoughts and actions, a counselor or therapist

may suggest focusing on the present rather than the past, act and think positively, and

to avoid criticizing, blaming, and complaining. It is through these changes that a new

perspective may be achieved (Charles, 2002).

Color Palette

Figure 70: Color Scheme (Created by Author)

The most important aspect of choosing a

color palette was working with the existing

school colors of crimson, grey, and white. Bright

accents of blue, green, and orange create an

engaging addition to the school’s color scheme,

brightening the grey and mundane environment.

Figure 71: Lowndes High Viking Logo (Lowndes High School, 2014)


Materiality

Figure 72: Materiality (Created by Author)

A general Materiality palette was chosen based on appropriateness for the

project, durability, relation to the overarching concept, sustainability, and color scheme.

Finishes were chosen in interesting geometric patterns, leading one to question

perception. Fabrics were selected from Luna Textiles and ArcCom, while flooring is

specified from Forbo’s marmolium line, as well as, carpet from The Mohawk Group.


Project Scope

Figure 73: Project Scope (Created by Author)

Due to the size of the school, and the time requirements of the project, it was not

possible to undertake an entire renovation. Therefore, three main areas were chosen as

the design focus based on previous research and interview responses: the media center,

indoor-outdoor connection spaces, and the cafetorium (cafeteria / lunch room). The

areas chosen can commonly be found in many other schools, allowing the overall

solution to be easily replicated. Due to the limited size of the classrooms, the inability to

reduce student-teacher ratios, and time constraints placed on the project, the classroom

itself was not included as part of the design solution.


The Media Center

Figure 74: Key Plan - Media Center (Created by Author)

Square footage: Approximately 7,400 square feet

New Facility Goals:

• Provide an environment where collaboration can happen on differing

scales

• Provide campfires, caves, and watering holes to engage students in

various ways

• Act as an external classroom

• Allow for informal access to technology

Justification: The media center was chosen as a potential Third Place where students

could escape from stressors found throughout the school. The space also acts as a place

to continue studies outside of the classroom.


Existing Conditions

The existing media center provides the student body with computer stations and

worktables as well as library stacks. Furnishing types are used to zone the space and

activity, leading to a sea of tables set in rows and computer stations grouped into a

single location. Soft seating for individual or small group use is present only on a very

small scale, while the majority of other areas are programmed for larger quantities of

students.

Figure 75: Media Center - Existing Floor Plan (Created by Author)

The media center is finished with unengaging colors and materials, and the

furnishings are outdated and not ergonomically ideal. The space in general is not

reminiscent of a place for teenagers. The environment seems very institutional rather

than a place for students to come and learn or socialize. The room is surrounded by


clerestory windows, which are the only source of natural light in the space. There are no

interior columns in the space, which provides a sense of openness and allows for

supervision by the staff. Because the facility was not originally built to house a

computer lab, there is the challenge of how to provide necessary electrical power. The

existing conditions led to one solitary thin column hiding electrical wiring being

dropped from the ceiling in order to power the computers.

Figure 76: Media Center - Existing Conditions (Created by Author)

Figure 77: Media Center - Existing Computer Stations (Created by Author)


Design Solution

Figure 78: Newly Designed Media Center – Furniture Plan (Created by Author)

The newly designed media center, deemed Lowndes Commons, provides

opportunities for multiple intelligences to come together and collaborate in the same

environment. The space can be accessed from both the exterior sidewalk and the

interior corridor. The circulation desk remains in its prior location close to the entry for

ease of access and to maximize visibility of the space. Two kiosks (shown in Figure 82)

are provided in addition to the librarian at the circulation desk to assist students who

suffer from anxiety triggered by speaking to people. The kiosk also makes the library

more user-friendly for today’s tech-savvy generation of students.

The northern end of the space consists of library stacks. Students can access most

resources online, allowing space previously allotted for books to now be used for a

more productive cause. Small caves are located directly adjacent to the stacks,

providing a quiet place to read or study individually or with a small group of four.


An external classroom is shown in the corner opposite the stacks, bringing a

campfire space into the environment. This classroom is outfitted with technology and

Steelcase’s Node Chair, an all-in-one mobile solution allowing students to easily

collaborate with others. The classroom includes an operable wall that opens to a

presentation space where teachers and students alike can give presentations. The Node

Chairs can be moved out to provide task seating, or the students can utilize the

oversized beanbags for a less-formal seating solution.

Figure 79: Stepped Seating and Team Space (Created by Author)

The southern corner of the space has been replaced by storefront windows to

draw students into the space while bringing in natural light (Figure 79). The glass walls

also provide views to soft fascinations as outlined in Kaplan’s (1989) Attention

Restoration Theory. The storefront wall includes a glass-paneled garage door that may

be opened to allow for natural ventilation while creating a less formal entryway with


the concrete walkway spilling into the space. Informal stepped seating is located just

inside of the garage door entry where students can lounge on the carpeted L-H-S and

socialize or sit with a laptop or tablet. The initials L-H-S also creates identity and school

pride within the environment.

A collaborative zone (Figure 80) is located adjacent to the stepped seating. This

group-friendly area provides a place for students to engage in group activities. The

tables are moveable, allowing the users to make the space their own, creating

ownership and natural territoriality. Two study rooms are available with a dropped

soffit overhead providing better sound attenuation. Clerestory windows allow

daylighting into the study rooms. The walls hold acoustical properties and are outfitted

with a rail system, which holds whiteboards. The front walls are glass, keeping open

surveillance possible.

Figure 80: Study Rooms and Collaboration Area (Created by Author)


Team tables are at the heart of the space with a collaborative lounge in the center

(Figure 81). The tables are at standing/bar height, providing variety in postures.

Computer stations are placed just outside of the team space for student use when

needed. The librarian could also provide laptop or tablet rentals to students who prefer

a mobile device or do not have access to such devices otherwise.

Figure 81: Media Center Overview – Team Zone (Created by Author)

Lowndes Commons also houses an additional media lounge that can be utilized

by a class or a small group of students for presentations (Figure 82). The area includes

oversized beanbags, cube ottomans, and moveable tables. The informal lounging area is

ideal for reviewing a student presentation with peers or for hosting gaming events after

school.


Figure 82: Library Kiosks and Media Lounge (Created by Author)


Indoor-Outdoor Connection

Figure 83: Connection Space - Key Plan (created by Author)

Square footage: Approximately 4,750 square feet within design scope

New Facility Goals:

• Create a purposefully designed indoor-outdoor connection

• Provide a secondary dining experience as an option for those who

experience anxiety in the Cafetorium

• Accommodate a high volume of traffic

• Provide easy, immediate access to counseling

Justification: Despite the lack of design, the existing spaces between buildings already

serve as gathering spaces for students between classes. By altering the existing program

and applying purposeful design solutions, these spaces become valuable watering holes

for students to utilize as an escape from anxieties and pressures, as well as a resource

for informal learning, group study, and peer support.


When diagramming student traffic in the hallways, it became evident that

indoor-outdoor overlap was happening on all major paths of travel (Figure 84). Due to

these overlapping paths, students must often exit and re-enter buildings multiple times

before reaching the desired destination. For example, to reach one end of the campus to

another (classroom to Cafetorium) a student would travel through five buildings and

four uncovered or partially covered exterior spaces.

Figure 84: Diagram of Major Paths of Travel (Created by Author)


The blue area outlined above has been chosen as a prototypical design solution.

However, Lowndes High School’s campus provides multiple opportunities in which

this design solution could be replicated (Figure 85). Some of these outdoor areas offer

opportunities to sit or provisions for shade. In a few instances there is grass or

landscaping present, but usually only concrete paving is provided.

Figure 85: Existing Outdoor Connection Spaces (Created by Author)


Existing Conditions

The chosen connection space serves as a major path of travel for students as well

as the entry for two classrooms. There is currently no furniture, fixtures or provisions

for seating in the space. The exterior walls are clad with brick and the ground is covered

by concrete. The plan also reveals a lack of interior connection to the corridor of the

building to the north.

Figure 86: Connection - Existing Floor Plan (Created by Author)


Figure 87: Outdoor Area of Focus

The space is partially covered to protect the path from the elements while still

allowing sunlight to spill in. The environment is unengaging due to the lack of design.

However, connection spaces, such as this one, have the potential to become social

centers for the student body.


Design Solution

Figure 88: Connection - Newly Designed Connection Space (Created by Author)

In the newly designed connection space, the northern hallway is enclosed to

allow for better traffic flow in the interior while providing a courtyard-approach to the

connection space. By bringing in low green groundcover and potted plants, the

courtyard becomes an indoor-outdoor watering hole where students can gather. The

space includes outdoor seating opportunities, a smoothie bar, a tinkering room for


hands-one learning, and a stepped corner for formal presentations or informal

gathering.

The space can be accessed from the interior corridors. The space is purposefully

not fully enclosed in order to provide access to sunlight, fresh air, and soft fascinations

such as moving clouds The main path remains covered to protect students from

inclement weather. However, skylights have been cut into the awning to allow

additional sunlight into the space. Colored bands intersect the covering to brighten the

path and create an engaging environment. Oversized outdoor beanbags have been

provided in addition to the fixed outdoor seating, extending the playful mood of the

environment.

Figure 89: Connection Space (Created by Author)

An additional dining opportunity has been introduced in the Plowboy’s

Smoothie Bar (named after a historical school mascot) (Figure 90). Plowboy’s provides

nutritious alternatives like grab-n-go snacks and smoothies for students who choose to


skip the lunchroom’s stressful environment. The smoothie bar could also be open as

class is dismissed for the day, encouraging students to socialize and decompress before

heading to their next activity, whether it be home, a job, or extracurricular events.

The name “Plowboy’s” came about in the 1970’s when students at rival Valdosta

High School began referring to Lowndes High students as their country cousins or

“Plowboys.” However, most of the Lowndes High students at the time were in fact

proud of living in the country and having a close relationship to the land. The Plowboy

image was enthusiastically adopted by the faculty and student body and soon became

just as popular as the Viking motif. Plowboy’s Smoothie Bar evokes a feeling of school

pride while breaking the monotony of the Viking mascot throughout the school.

Figure 90: Plowboy's Smoothie Bar (Created by Author)

The stepped corner on the southern end of the connection space (Figure 91) can

be utilized by a class for presentations, by students for sitting and conversing with

peers, or for formal events and performances. The adjacent tinkering room is connected


by a glass-front garage door, allowing activities happening inside of the collaborative

space to spill out to the rubber surface. This direct connection allows for activity-based

learning that does not typically happen inside of a classroom, like teaching physics

through large, building projects or biology via gardening and directly connecting with

nature.

Figure 91: Connection - Watering Hole (Created by Author)

In addition to the previously mentioned programmatic elements, a counselor’s

office has been added along the walkway, allowing for a more normalized, pedestrian-

approach to counseling. Students no longer have to make the nerve-racking journey to

administration to make an appointment with their counselor. This allows for a quick

response to any issues with which a student may be suffering, and also removes the

stigma from visiting the counselor. The goal is to make the counselor not only more

accessible, but also a more integrated part of the social fabric of the school.


The Cafetorium

Figure 92: Cafetorium - Key Plan (Created by Author)

Square footage: Approximately 21,200 square feet within scope of design

New Facility Goals:

• Provide both dining and formal event opportunities for special occasions

(dances, theatre performances, music recitals, etc.)

• Provide differing scales of dining experiences to help manage anxiety

• Provide campfires, caves, and watering holes

• Allow for small group territoriality and spatial ownership

• Offer an escape from class work and school pressures

• Provide sound attenuation in order to solve current noise problem

Justification: The Cafetorium was brought up as the number one place of stress and

anxiety on the school campus. The current lunch experience is overcrowded and noisy,

rather than a time to get away and enjoy a meal in the company of friends. School


counselors reported students missing lunch completely due to the anxiety experienced

in the cafeteria.

Existing Conditions

The existing cafeteria, deemed the Cafetorium, acts as the school’s only dining

source. Students are not allowed to eat any other place on campus and the only other

source of food is vending machines. The space is also utilized for school dances and

theatre performances, making visual connection to the stage, as well as flexibility and

adaptability very important. The Cafetorium currently provides seating for

approximately 600 students at one time, meaning that even with the three lunch periods

allotted, there is never enough seating for all of the close to 3,000 students.

Figure 93: Cafeterium - Existing Floor Plan (Created by Author)


The Cafertorium is divided into three main zones, food preparation and

dissemination, dining and performance. Due to the typically limited school budget and

time constraints of this thesis, the overall food preparation/dissemination area and the

performance stage (with the exception of providing ADA access) were not re-designed.

This allowed for focus on the student experience through the renovation of the main

dining area.

The Cafetorium features a sea of identical tables with fixed stools set in rows

against half walls with two major paths of travel, one through the center and one on the

northern side of the room. Senior dining and faculty dining are found in enclosed areas

on the northern-most wall, segregated from the main dining area. The floor of the

Cafetorium is tiered, breaking the space into three different levels (Figure 94) with the

platform or performance stage at the eastern end.

Figure 94: Cafetorium Section (Created by Author)


Figure 95: Cafetorium - Existing Conditions (Created by Author)


Design Solution

Figure 96: Newly Designed Cafetorium Floor Plan (Created by Author)

The newly designed Cafetorium provides different scales of dining experiences,

allowing students who do not feel that they fit in with a larger group to dine with a

small group of peers, or even alone when desired. All tables can be broken down and

stored away and all chairs are stackable, allowing for the space to be easily transformed

when necessary. The ceiling is outfitted with an acoustical grid-like framework, aiding

in sound attenuation. In addition, recycling receptacles are placed throughout the

Cafetorium to encourage a more sustainable campus.

The dining area can be accessed from the new steps flanking the center of the

dining area or the ramped path on the northern side. The ‘Main Street’ acts as the center


of the Cafetorium and the social center of the dining experience. The largest seating

groups are placed in this zone.

Figure 97: Cafetorium 'Main Street' (Created by Author)

Areas flanking the ‘Main Street’ are outfitted with smaller tabletops,

accommodating smaller peer groups and allowing for a quieter dining experience.

Some of the spaces are semi-enclosed, allowing for territoriality. Student groups can

take ownership of these areas more easily. Other spaces include cave-like booth seating,

where groups of four can dine in a more intimate setting. The lower top overhead, and

partial walls allows the students to separate themselves from stressors more easily

(Figure 98). Banquette seating is utilized throughout to bring in a soft-seating element

while still serving as functional dining space.


Figure 98: Dining Area with Cave Seating (Created by Author)

Figure 99: Small Group Dining (Created by Author)


Senior dining remains in its traditional area but houses new furnishings that

boast a family-like dining experience and a broader palette of posture. The senior

dining area is highlighted with translucent panels, making the space feel even more

special for the upperclassmen.

Touchdown seating (Figure 98) lines the low partition wall closest to the food

service area, allowing students who prefer not to engage to sit and eat quickly without

requiring individuals to engage with others. The cubes are upholstered with stain-

resistant fabric and can be easily tucked away under the dining counter when not being

utilized.

Figure 100: Touchdown Seating (Created by Author)


Design Conclusions

By incorporating restorative design and three major educational placetypes,

students can potentially experience less anxiety within the walls of the high school

environment. The adaptability throughout the three focal areas of design paired with

engaging finishes and social interaction opportunities provides an environment in

which students can thrive and engage in academic and social activities.

Future Research

Although it is currently impossible to test the direct influence of the environment

on adolescent anxiety and academic engagement, the impact of applying evidence-

based design supported approaches discussed within this thesis propose potentially

measurable outcomes in the field of education and educational design.

If given the opportunity and time to continue pursuing this topic, the next step

would be to create a set of guidelines that could be utilized by educational design teams

when tasked with designing or renovating a high school. These guidelines could

potentially serve as a means for aiding in the creation of more beneficial schools across

the United States.

Additionally, exploring the overall program specifics that could take place in this

school would be interesting research. This exploration could be conducted through

creating new daily schedules for the students, allowing for breaks or free periods.

Reprogramming the school would be an additional step in furthering this research.

Additional space may be revealed by considering all parts and pieces, allowing for a

decrease in the student-teacher ratio as well as more opportunities for watering holes

and caves to be dispersed throughout the school.


The most critical means of future research would be to perform studies on

student anxiety and student engagement in a high school setting similar to Lowndes

prior to renovation. After implementing design solutions, such as those outlined in this

dissertation, it would be critical to perform several additional studies measuring

student anxiety and student engagement in order to determine the impact upon the

environment, if any, upon these prominent teenage issues. It would be important to

consider the role of other aspects, such as anxiety management techniques, services

provided by the school and out-of-school counseling in addition to the environment. No

environment can remove all anxiety from all individuals; however supportive

environments aimed at reducing anxiety, coupled with supportive programs could

have significant impact on reducing anxiety among many students.


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Appendix A: Final Presentation Boards

Figure 101: Presentation Board 1









Figure 107: Presentation Board Arrangement


Appendix B: Interview and Focus Group Responses

Part 1 Administrator Interviews

The following interview questions were asked of two high school principals, a director

of education, and a high school teacher.

Q1: What types of teaching styles are implemented at your school? Do they lend

themselves to active learning or passive learning?

• Mostly passive. There is no room in the classroom for active learning.

• Some teachers utilize a more active method of teaching, while most utilize

a traditional method of teaching. 60-65% of the classes are teacher-

centered, but many of the high school classes seem to be leaning toward

student-centered learning.

• Each teacher brings his or her own teaching methodology to the

classroom. We have some that run their classrooms like workshops, some

have discussions, and others are more traditional.

Q2: How much anxiety do you recognize among the student body?

• A lot.

• Many students struggle with balancing everything on their plate.

• About 40% of the student body struggles with anxiety. Another 40% deals

fairly well with the anxiety at hand. The other 20% are completely

apathetic.

Q3: How do you feel anxiety impacts learning?

• Students become overwhelmed and begin to feel hopeless. They don’t

know where to turn.


• Students tend to give up when they become stressed.

Q4: What types/causes of anxiety do you find to be most prevalent?

• Most anxiety here is type A. It is more self-pressure and pressure from

parents

• Academic anxiety, test anxiety

• Social anxiety, trying to fit in

• Graduation is the largest cause of anxiety. Students are so focused on

walking at the ceremony that they become overwhelmed when trying to

complete their remaining course credits, especially non-traditional

students.

• Coping skills are the biggest challenge. Students seem to increasingly have

trouble missing social cues in large schools and suffer from social

isolation.

• Mental health and depression are very common issues

• Cyber bullying has become a new issue recently.

• Students that suffer from more severe disorders, such as Asperger

Syndrome and Autism, seem to especially struggle with anxiety.

• Students have seen three suicides just in the last year.

Q5: How rigorous is the workload here?

• Very rigorous. High school students spend an average of 2-4 hours on

homework per night

• It depends on what classes students are taking. They may have a semester

where they are only taking one or two academic classes and the others are

extracurricular related.


• Some students are taking advanced placement classes, so those workloads

would be more rigorous.

Q6: What types of support does the school offer students who are suffering from

anxiety?

• We have a guidance department that includes college counselors and

guidance counselors. If the case is more severe, we have a school

psychologist on staff as well as two social workers.

• A school psychologist comes to campus once a week for appointments

• Pair students up with an older student who suffered similar issues in the

past.

• Suggest that talking to peers as a source of strength is very important

• Many students have certain teachers or coaches that they confide in.

Q7: Where do students often gather when not attending class, both at school and

away from campus?

• Between the buildings, outside.

• In a particular teacher’s classroom

• A coach’s office

• They don’t really have enough time to socialize outside of the classroom

• Seniors are allowed to leave campus for lunch. They often gather at a

Chick-fil-a nearby.

• Those who are involved in sports programs gather at sports facilities

• Different student groups have different place that they often hang out.

Q8: Do the classrooms have access to daylighting or views? Access to outdoors?

• Some do, some do not


• Most classrooms have windows, but not all classrooms have outdoor

access

• All classrooms have access to the outdoors, but it is never utilized

Q9: What is the role of technology in this school and in the classroom?

• Technology seems to be working backwards

• Technology is centralized in computer labs

• Computers are on a counter in the back

• Each classroom has a projector and some have SmartBoards

• Cell phone usage has been cut off until it can be better controlled. Phones

can be used during class as an internet source if allowed by the teacher,

but even then is a struggle because every student does not have a smart

phone.

• Carts of iPads are available for classroom use, but they are rarely used.

The teaching methods have not been altered to accommodate the use of

iPads.

Q10: Are there any design challenges that you recognize in the school?

• Connectivity between buildings is an issue

• Hallways become congested

• Some buildings have no common area at all

• Classrooms are too small and overcrowded. There is not enough space for

flexibility and collaboration.

• Issues with a lack of transparency in the classrooms, leaving individual

classrooms in their own silos.

• Furniture is outdated and bulky and does not accommodate progressive

teaching methodologies.


Part 2 Interview The following interview questions were asked of a high school counselor

Q1: What are some of the ways you coach students to cope with anxiety?

• Test anxiety/Academics: Try tutoring, shortened assignments, verbal tests

• Emotional Anxiety: Confront their thinking

• Anger Issues: Try counting, suggest removing themselves from the

situation temporarily, breathing exercises

• Suggest journaling as a way to deal with stress

• List making

• Sleep; take a break

• Minimize focus; take it a step at a time

• Pair students with seniors who have been in similar situations

Q2: What are the most common types of anxiety that you see?

• Homelessness has doubled since the fall of the economy

• Extracurricular activities add pressure

• Students who are in Advanced Placement (AP) classes

• Family stress

• Parent expectations

• The lunch room is a major cause of stress

o Crowding, noise, social anxiety

Added Note: Some students would rather not eat than have to deal

with the stress of the lunch room.

• Teacher stress due to extremely large class sizes

o Teacher stress impacts students


Added Note: Classrooms are designed for a 28-student maximum

Q3: Are students typically referred or come on their own?

• There are a lot of referrals from peers

• Some students come on their own

• Some are referred by teachers

Part 3 Student Focus Groups

The following questions were asked of two groups of high school students ranging in

grade level from 9.

Q1: What type of learner are you?

• 7: Active; 1: Passive

• Many students stated they can learn more passively in subjects that are

stronger, but active learning really helps grasp harder subjects.

Q2: What are your typical class sizes?

• Largest classes: 30-32; Typical classes: 14-15; Small classes: 8-9

• Typical class size is 35 students

• Students reported liking the smaller class sizes. The quiet makes it easier

to concentrate.

• One student transferred from a public school and stated that he has

amuch easier time learning at his current school.

Q3: How is the furniture?

• Desks are fine. They are fairly new and comfortable enough for a 45-

minute class.

• Prefer tables and chairs over the typical desks

• Some desks are “broken in”. These are more comfortable.


(Broken in the term used when the backs of the seats have been bent over

the back support bar, enabling the student to lean back in the chair.)

• Students wish they could get away from the desks more often.

• For some students the desks are very uncomfortable

Q4: Do you or the teacher ever rearrange the furniture?

• Only one teacher; students like the varied layout one teacher provides.

Everyone else has the traditional setup.

• Push together the desks for group and partner projects

• There is no room to move desks around

Q5: How often do you experience anxiety? What Types?

• Once to twice a month, it gets out of control

• Feel it constantly

• Mostly school related. The workload is a lot, especially when paired with

extracurriculars

• Test anxiety

• Teachers will leave you behind if you cannot catch on in class

• Crowding is a major issue

• The cafeteria is way too crowded

• Extracurricular activities and problems at home cause additional anxiety

• Clutter is bothersome and causes anxiety

• Noise levels are high due to overcrowded rooms

• Big events at school cause anxiety

• Find it hard to balance everything at once

• Online homework system has its pros and cons

• Social anxiety; Don’t like when there is someone they don’t know


• Parents; too much pressure or not enough pressure

• Trying to prepare for college

• Some say they wish they had more pressure

from the parents earlier

• Grades and GPA

Q6: How do you cope when you experience anxiety?

• Get organized

• Sleep or relax; slow down

• Lose temper

• Go home and do nothing

• Skip class

• Go to the counselor

o This is difficult, when it is something that can be dealt with

personally

Q7: Where do you go on campus to cope with feelings of anxiety?

• The music room

• Just find what space is available

• Seek teachers that they confide in

• Homeroom teacher

• Use to have a nice Senior Lounge. It was converted into an office

o New Senior Lounge use to be a utility closet.

o Only tables and plastic chairs

o Gets very loud because senior lockers are in there

o Students are crammed in


• Don’t get a free period, so it is hard to get away

Q8: What would you like to see in a “get away” space?

• Enforced quiet

• Soft seating, sofas

• Somewhere quiet to escape, read a book, or watch tv

• Somewhere to be active to get their mind off of things

• Mindless activities, such as TV

• Bright colors

Q9: Do you ever utilize the outdoor space?

• Outside is nice, but nowhere to sit

• Would like some picnic tables

• Stand and talk between classes

• There are certain places that students meet their friends, mostly outside

Q10: Do you have any additional comments or suggestions?

• Student seek ownership of space

o Seniors don’t want juniors all over OUR space

• The walls are very boring. It looks like a jail.

o Would like something other than grey, even though it is the school

colors

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