We Never Stop Learning Using lessons learnt from Post Occupancy Evaluation to create better wellbeing outcomes for studentsDr Caroline Paradise, head of design research
What do we mean by ‘wellbeing’?
Source:
World Health Organisation. Social determinants of health. [2014 Apr 9].
Environment Impacts People
Measuring the impact on wellbeing
Impact on teachers
Source:
File on 4, Absence Protection Ltd 2014
Source:
Heschong and Mahone Group, 2003
Learning experience:
a large scale school study
determined that when natural
light levels are good the
improvement impact on
student progression is:
Impact on students
Source:
Barrett et al, 2015
Impact on students
16%IMPACT ON STUDENT PERFORMANCE
PHYSICAL CHARACTERISTICS OF CLASSROOMS HAVE A
SEMH
Psychological wellbeing factors can have an even greater impact
for children with more specific emotional or behavioural needs.
Associated behavioural & emotional responses;
• immature social skills
• withdrawn or isolated
• challenging, disruptive or disturbing behaviour
• anxiety or depression
• personal conduct including aggression
• self-harming, substance abuse, eating disorders
Winnie stats graphic
Social, Emotional & Mental Health
+1%OF SCHOOL PLACES PROVIDED SUPPORT CHILDREN WITH SEMH DIFFICULTIES
IN THE UK
Collecting the evidence
We can only get a true understanding of how students and staff respond to different learning environments if we go back and find out after the build is completed. We can do this by undertaking a Post Occupancy Evaluation.
Springwell AcademySEMH school, Barnsley Local AuthorityLessons learned from a Post Occupancy Evaluation of Springwell Academy
Design Process
Key components to design process: Collaborative design process Led by end users Used ‘day-in-the-life’ scenarios
School’s Vision:To provide a nurturing, safe environment with socialisation, family and community at the centre of the learning experience
Physical Parameters: Daylight
Environmental design needed to reinforce nurturing, home-like feel
Physical Parameters: Daylight
Lessons learned:
• Good level of natural light throughout school
• Felt to provide a pleasant environment
• Blinds not as effective at preventing glare
Physical Parameters: Thermal comfortLessons learned:
• Good air quality
• Ventilation control
• Distraction for some students
• In response - a more passive solution
Psychological Parameters
Psychological Parameters: Connectivity
A courtyard scheme was chosen due to its simplicity and separate quadrant principle for each Key Stage, whilst at the same time linking them together with a communal heart to the school.
Psychological Parameters: Connectivity
Lessons learned:
• Homebases create a
nurturing environment
• Good display space
supports a sense of
belonging
• Courtyards could be more
effective as teaching
space
Psychological Parameters: Interaction
AWARENESS INTERACTION GROUP WORKING
Heart space to encourage group activity and interaction and provide a strong central hub.
External spaces located at the heart of homebases to provide high visual connection
Classrooms provide a variety of spaces for interaction whilst maintaining high level of proximity.
Lessons learned:
• Break out spaces work well
• Room layout supports good social environment
• ‘S’ shaped classrooms:
• Positive
• Provided different areas within classroom
• Allows space for quiet time
• Good for younger students
• Negative
• Gives students places to hide
Psychological Parameters: Interaction
Psychological Parameters: Flexibility
The central drama ‘Heart’ space is designed as an open flexible
space, used for classes, group and school performances and
informal socialisation.
Lessons learned:
• Space works well, fully integrated into curriculum.
• Students respond well - creates a calming environment
• Heart space in heavy demand – too flexible
Psychological Parameters: Flexibility
Applying the lessonsFuture SEMH schools, Leeds LA
We are now applying the lessons learnt from Springwell
Academy to a series of new Social, Emotional & Mental
Health schools across Leeds.