91��Ƶ

By Lindsey Coulter��

Marylee Mercy,��AIA, NCARB, ALEP, project manager with��Boston-based Studio G Architects, has spent nearly 20 years planning and managing educational spaces. A longtime advocate for inclusivity, accessibility and diversity within the educational design sector, Mercy was recently named president of the New England Chapter of Association for Learning Environments (A4LE).��The position gives Mercy an ideal platform to drive progress in the education design industry. ��

With her professional��focus on neurodiversity, she sees physical environments as a tool to enhance student success, engagement, and collaboration with staff and community. Using her extensive experience and strategic leadership style, Mercy hopes to grow A4LE’s membership while sparking collaboration with fellow organizations to create impactful connections.��

As she embarks on her new leadership role, Mercy spoke with 91��Ƶ about her professional journey, her goals for the A4LE New England chapter and upcoming school design trends.��

SCN: What led you to focus on designing education spaces? ��

Mercy: I didn’t set out with a plan to specialize in education spaces—it was more that the work found me, and once I was in it, I never wanted to leave. Early in my career, I worked on a few school projects, and I was struck by how deeply meaningful they were. Schools impact entire communities, shape young minds and thus our future, and create environments where kids begin to discover their own potential. Once I discovered I could play a role in making those spaces better, more inspiring and more supportive of all learners, I knew I was exactly where I wanted to be.��

SCN: What continues to excite you about education projects?��

Mercy: Schools are dynamic, evolving spaces, and we are at a moment in time when there are many scientific discoveries being made about how humans learn, enabling us to implement them into our school designs. Every project presents a new puzzle, balancing pedagogy, budget, community priorities, and the ever-changing needs of students and educators. I love the challenge of designing spaces that are joyful and inspiring, but also functional and future ready. The best part of each project is visiting a completed project and seeing kids fully immersed in the space, full of the joy of learning. It will never get old.��

SCN: Have you worked on any recent projects that integrate flexibility, hybridity or biophilic design principles? ��

Mercy: Every project we do incorporates strong biophilic elements, from extensive natural daylighting to the use of natural materials and organic shapes that create a sense of calm and connection to nature. These design choices aren’t just about aesthetics; they have a real impact on student well-being, focus and overall learning outcomes. These spaces are also designed for the administrators and educators to have a great working environment, leading to better satisfaction and retention.����

I’m currently working on a Pre-K-2 elementary that is incorporating a wheelchair-accessible learning stair imbedded into the Media Center. A ramp goes through a tunnel with a variety of sensory experiences, leading up to a broad platform with books, cozy seating, plenty of natural light and a view of a large projection screen. The structure encourages play and exploration, making it flexible, engaging and serving multiple purposes throughout the school day. It fosters collaboration, movement and social interaction, while also being a space for quiet individual learning when needed.����

SCN: In your A4LE New England Chapter leadership role, how do you hope to influence or advance education design in the region? What are your goals and priorities for your tenure? ��

Mercy: My top priority is to strengthen the educational design community of New England. The more ideas we are exposed to, the stronger our designs and the better the schools. This means focusing on school tours, webinars and networking events to build connections. ��

Our chapter is also focused on reaching out to school districts to give them a chance to see modern educational facilities in person. Just in Massachusetts, at any given time, there are dozens of projects that are just starting out, deep into design or construction, or recently completed, and many more [districts that are] looking into the process of updating a school. Some of these districts haven’t built a school in many decades, and the individuals who participated are no longer in office. It can be a daunting experience, made even more difficult by not having a clear picture of the outcome.��

A4LE should be a resource for anyone connected to education, and our chapter’s goal is to strengthen the conversation around innovative and equitable learning environments. Schools should be places where every learner thrives, and that means designing with inclusivity, flexibility and sustainability in mind.��

Through A4LE, I hope to amplify best practices, spark new ideas, and ensure that education design continues evolving in ways that truly serve students, teachers and communities.��

SCN: How has participating in A4LE helped in your own development as a designer of education spaces? ��

Mercy: A4LE has been invaluable. I joined in order to become an Accredited Learning Environment Planner (ALEP) to complement my knowledge and school design skills. The ALEP program teaches about the psychology and science of learning, and best practices for space planning and working with communities. A4LE has given me opportunities to learn from some of the best minds in the field, stay ahead of emerging trends, and collaborate with people who challenge and inspire me. It has reinforced my belief that designing schools is never just about architecture—it’s about community, social impact and shaping our future.��

SCN: What are some of the next big interior design trends in the education space? ��

Mercy: The past decade has seen emphasis on sustainability, flexibility, health and wellness, and 21st century learning. These concepts have moved past trends and have become a necessity in school design. Next, I believe we are going to see a much stronger focus on designing for neurodiversity. Across the country, nearly a quarter of students receive some sort of support services for a broad variety of needs, including motor skills, learning disabilities such as dyslexia or dyspraxia, behavioral challenges, ADHD and autism as well as English language [acquisition]. Designing with neurodiverse learners in mind isn’t just beneficial for some students; it creates a better learning environment for everyone. Any student can benefit from a small, quiet learning area, such as someone who needs a bit of extra help with a math lesson. Incorporating sensory-inclusive environments and Universal Design for Learning and celebrating differences will bring school design to the next level.��