By Ryan Strandquest, Kory Bush and Michael Metz����

Across the country, K-12 school districts are navigating a tough, familiar equation: aging buildings, rising utility costs and intense pressure to stretch every tax dollar. HVAC systems, particularly central energy plants, often sit at the center of that challenge. They’re essential, expensive to maintain and easy to postpone until problems become emergencies. At the national level, the ��each year on energy, making it the second-largest expense after salaries.����

In Flagler County, Fla., an opportunity arose to treat HVAC modernization not as a one-off capital project, but as a replicable, district-wide strategy that can serve as a blueprint for other districts. By modernizing central energy plants at two high schools (Flagler Palm Coast High School and Matanzas High School), the county is reducing long-term operating costs while securing substantial financial support through utility rebates and available federal incentives.��

The most important takeaway for other districts is that — with the right planning, documentation and collaboration — central-plant modernization can deliver meaningful returns without “breaking the budget.” In many cases, districts could see financial benefits ranging from $500,000 to $1.2 million, depending on project scope, timing, and eligibility for rebates and energy tax credits. Those benefits can scale, but they can also move in the opposite direction if incentive rules change or programs sunset before a project is placed in service.����

Start with a Systemwide Lens ��

Too often, districts are forced into reactive decisions: replace a failing chiller here, patch controls there, and hope the system holds together��for a few more��years. Instead, Flagler Schools and Matern Professional Engineering took a system-wide approach,��starting with feasibility assessments and campus evaluations to��identify��solutions that were both economical and maintenance-friendly.��

At Flagler Palm Coast High School, the modernized central energy plant came online in December 2025 and is projected to save the district more than 213,000 kilowatt-hours annually. Importantly, the project also earned a $293,000��Power Company (FPL)��energy rebate that helps offset costs and accelerate ROI,��bringing the return on investment to under five years when paired with rebates.��

At Matanzas High School, the modernization effort is currently underway and is more complex due to coinciding construction projects on campus. Completion is set for August 2026. Even with that complexity, the district applied the same disciplined planning approach, looking hard at what could be reused, what could be elevated and where targeted expansion would outperform full replacement.��

That��decision of��diligence��mattered.��By��reusing and elevating existing infrastructure at Flagler Palm Coast High School and expanding the plant at Matanzas, the district saved more than $1 million in construction costs.��

Value Engineering Doesn’t Mean Value Cutting��

Budget pressure is real,��especially with the lingering effects of tariffs and COVID-era cost escalations. The lesson��for��any district is that��value engineering works best when��guided by performance goals��and����long��term lifecycle��rational.��

On the Flagler Palm Coast project, the teams made several practical value-engineering decisions to protect the project’s intent while controlling costs. For example, the team cut nonessential elements while pursuing direct equipment purchases and early procurement strategies to reduce exposure to market volatility. The team also carefully worked through “keep vs. replace” decisions to avoid spending money on upgrades that wouldn’t materially improve performance or maintenance outcomes.��

These are the kinds of choices that add up, especially at scale across a district, state and national portfolio.��

Incentives Can Be Transformative

Utility rebates and federal incentives can improve project economics, but they��come��with��documentation��requirements. District leaders should go into modernization projects assuming that documentation is a core workstream.��

For Florida Power & Light (FPL) rebates, documentation��may include��a��8760-load study, a model that accounts for performance every hour��across a span of 12 months, and��commissioning documentation, including a commissioning letter��signed and sealed by a professional engineer.��

For energy tax credits available under programs tied to the��, specifically,��the��Clean Electricity Investment Tax Credit��(26 U.S. Code §48E), documentation and compliance expectations can extend to contractor practices,��such as requirements connected to Davis-Bacon wages and U.S.-made materials thresholds. Those factors influence decisions as early as design and procurement.��In addition, many��IRA-related credits��include��prevailing wage��and apprenticeship requirements;��meeting those labor standards can significantly increase the value of the credit.����

There’s��also a time dimension. Current policy includes a program sunset��in 2035, but districts should be realistic about the uncertainty of future extensions, as��many have seen with the 179D tax credit landscape. The practical message: if incentives are part of the ROI story, districts should move with urgency, not assumption.��The IRA created��new opportunities for tax-exempt entities, including school��districts, through elective pay (also called “direct pay”), which allows eligible entities to receive a payment equal to the value of certain clean energy tax credits if requirements are met.����

A Simple Three-Phase Playbook Other Districts Can Follow��

A three-phase approach can help districts replicate results while minimizing risk.��

First,��conduct a feasibility assessment��with an engineer.��Before committing to major upgrades, districts should verify that the project makes sense financially and operationally,��identify��rebate and incentive pathways, and��establish��an ROI model that stakeholders can stand behind.

Second,��execute with��the contractor and document along the way. Construction success isn’t just installing equipment correctly; it’s also ensuring the right protocols, records, and verification steps are in place to support rebate submissions, commissioning and long-term performance tracking.

Third, bring in��a��qualified tax consultant. If federal incentives are part of the financial plan, districts should engage a licensed CPA or experienced tax professional early enough to ensure that procurement, contracting and documentation align with eligibility requirements. This is especially important because elective pay claims require IRS pre-filing registration and are tied to tax filing timelines.

The Bigger Outcome: Better Learning Environments and Better Stewardship��

Central energy-plant modernization isn’t just an energy story; it’s a stewardship story. The savings and rebates not only reduce utility bills, but they also create flexibility for districts to support staffing, reinvest in capital improvements, and deliver better environments for students and educators. Public school districts everywhere are grappling with the same pressures. The experience of Flagler County shows that with collaboration, disciplined planning, and a strategy that treats incentives as part of the project, HVAC modernization can become a repeatable blueprint for districts across the country.��

Ryan Strandquest, LEED AP, is the President of Matern Professional Engineering. Kory Bush is the Director of Plant Services at Flagler County Public Schools. Michael Metz is a Plant Services Supervisor at Flagler County Public Schools.��

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By Petra��Sucher��

SchoolBondFinder��specializes in tracking K-12 capital project bonds across the nation. The platform monitors school district bond initiatives across key stages, providing stakeholders with crucial data on project scope, financing, and voter outcomes. In March,��SchoolBondFinder��shared first-quarter updates and referendum insights for the 2025 and��2026 election��cycles.��

The research team is actively updating��the platform with the latest election results with a “boots on the ground” approach. Most updates for referendum votes are reflected within 24 to��72 hours��of��passage.����

Read more for��an in-depth look at April and May results, highlighting essential insights for the 2026 K-12 bond market.��

An Overview of April Elections��

For��April��a majority of elections occurred on April 7.��Approximately��80%��of the bonds (120 out of 150) passed,��whereas��30��failed. The total value for both passed and failed bonds amounts to��$4B.����Most��districts focused on infrastructure and safety. Missouri and Oklahoma were the most active states this month. Missouri had��64��bonds��and Oklahoma had��39��bonds.����

Key Districts:��

Wayzata, Minn.��($450,000,000):��

• Scope:��New construction of a��public��elementary��school and a middle school,��as��well��as��classroom and lab additions at the high school,��kitchen��and cafeteria��expansions,��and gymnasium additions.��
• Status:��Passed��

Tulsa, Okla.��($276,000,000):��

• Scope:��Extensive renovations��to an existing public school,��including new classrooms, kitchens, ADA compliance upgrades, HVAC��systems��and roofing across multiple sites.��
• Status:��Passed��

Howard-Suamico, Wis.��(147,000,000)��

• Scope:��New classroom additions and gymnasiums at three elementary schools,��plus Career and Technical Education��labs and��performing-arts��spaces at the high school.��
• Status:��Passed

Dallas Independent School District Passes $6.2 Billion in Bonds ��

On May 2, voters approved��92��of��118��propositions for a passage rate of��78%, which is consistent with national trends. Many Texas school districts had multiple propositions on the ballot. In Texas 10 out of 26 failed, most having to do with athletic propositions.��

Dallas��Independent School District��passed��its��bond package worth��$6.2 billion, the��largest in Texas history.��Proposition A��will fund new construction to replace 26 schools and��expand��existing schools, adding classrooms to��eliminate��portables.��It will also��fund efforts to:��

• Renovate��and modernize every campus across the district��

• Remove the district’s 700 remaining portable classrooms��

• Enhance safety and security at all campuses��

• Upgrade school furniture, student technology, and transportation, including new school buses��

• Improve physical education facilities and repair swimming pools��

The bond package��will be broken up into��four propositions to ensure transparency and flexibility. This bond package will leave a generational mark not just for the funding amount, but for the scope of the��project.��

Movement in Michigan,��Ohio��and Montana��

There were��79��propositions on the ballot for May 5, most in��Michigan, Ohio, and Montana with a mix of bonds and levies. For reference,��a school bond election is a bond issue used by a public school district, typically to finance a building project or other capital project. These measures are placed on the ballot by district school boards to be approved or defeated by the voting public or taxing authority.��A��levy is a short-term, local property tax passed by the voters of a school district that generates revenue for the district to fund programs and services that the state does not fund. Levies are used mostly for operational expenditures.����

In total,��43��propositions with a value of��$2��billion��passed��on May 5,��whereas��36��propositions worth��$1.6��billion��failed. The number of bonds passed��represents��a passage rate of just 54%, lagging historic national trends.����

A recent trend��observed��by��SchoolBondFinder��researchers this year involves districts requesting earned income tax levies to fund construction projects,��either by itself or combined with another funding source like a bond.��Researchers��typically see this for operating levies, but districts in the State of Ohio asking for this to accommodate their construction needs is new.��Districts may��attempt��to attract older voters by��utilizing��earned income tax levies, as these measures do not��impact��that demographic in the same way increasing property taxes do.��There were three earned income tax levies on the ballot this month in��Ohio��and all three failed.��

Other May Bond Decisions��

Voters considered��16��total propositions during this election cycle, resulting in��six��passing and��10��failing.��Bonds were approved in Mississippi, Massachusetts, Nebraska (2 districts),��Minnesota��and West Virginia. With most of the propositions focused on new construction.��

• Passed Amount: Totaling $498,285,000��
• Failed Amount: Totaling $342,648,950��

There��were��a total of��127��propositions that went to vote��on May 19. Of those,��113��passed for��a passage rate of��88%. The majority of those on the ballot occurred in New York.��A total of��94��bonds��passed, totaling over��$1��billion��in New York.��

Factors Influencing District Priority Shifts��

In addition to the well-known challenges of declining enrollment and district operational difficulties, several other factors are at play��school consolidations,��expiration��of Cares Act funding, voter resistance to specific measures��and a��downward trend in birth rates.��These changes suggest districts may be pivoting priorities to better serve local needs and moving away from projects fueled by federal programs.����

Key Focus Areas for Passed Bonds��

Despite these challenges, passed bonds are still showing��strong support��for key focus areas, such as specialty areas,��HVAC systems, athletic facilities, instructional spaces, and electrical��and��lighting upgrades.

SchoolBondFinder��is��currently tracking roughly��$49��billion��of opportunities, with many of��the organization’s��Watchlist items having no money attached yet.��Researchers��are tracking��more than��1,726��bonds as of May 22.��Elections��in June and August are around the corner and will be featured alongside��the��2026 Q2 updates and researcher insights��this summer.

Petra Sucher is the Marketing Engagement & Analytics Manager for .

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��By Maggie Marlin, IIDA��

The COVID-19 pandemic forced higher education to answer an uncomfortable question: if the classroom is the only place that matters, why bother with a campus at all?��

Universities responded by completely rethinking what makes physical space valuable. The answer��isn’t��more��classrooms:��it’s��everything around them. Walk into a new college building today and the spaces between classes command as much design attention as the lecture halls. Faculty from different departments share collaborative spaces. Students work alongside industry partners in innovation labs. Libraries have evolved into social infrastructure,��where��connection matters as much as collection.����

This shift��isn’t��just about amenities. As technology reshapes how knowledge gets transmitted and artificial intelligence handles more of the rote work of education, education design is doubling down on what can’t be automated: human connection, hands-on collaboration and the kind of creative thinking that only happens when people come together in physical space.��

According to��Gensler’s��,��released earlier this year,��education is undergoing a fundamental transformation��that’s��reshaping not just how students learn, but how entire learning environments are conceived and built. Three major trends are driving this evolution, and��they’re��already visible in projects across the country.��

Learning Without Lanes��

The first big shift? Learning is no longer linear, and neither is the campus.��

Students today��aren’t��just earning degrees;��they’re��collecting skills. They might spend mornings in traditional lectures and afternoons in apprenticeship programs with campus industry partners, pause their degree to launch a venture, then return for an executive MBA a decade later. Education has become modular, customizable,��and continuous, which means campus spaces need to evolve into flexible ecosystems that can support everything from micro-credentials to business incubators to lifelong learning hubs.��

Western Kentucky University’s��Gordon Ford College of Business at Amy and David Chandler Hall��illustrates��this approach.��The building��consolidates��resources including academic advising, peer tutoring, financial aid guidance��and��even a ‘Suited for Success Closet’ where students can borrow business attire for interviews.��It’s��designed to support students wherever they are in their journey, whether��they’re��navigating their first semester��as a��first-generation��student��or preparing to pivot careers mid-degree.��

On the first floor,��the trading lab��displays real-time stock market changes through Bloomberg Technology terminals, giving students access to professional-grade financial analytics typically reserved for working professionals. Sales classrooms��include set-ups of��real-world environments��that��students��might��encounter��when making a sales pitch,��blurring��the line between academic exercise and professional practice. The most forward-thinking element might be the simulation lab, which uses augmented and virtual reality for marketing strategy exploration. The floor is deliberately furniture-free, allowing for��fully immersive AR and VR experiences.��It’s��a space designed not for how students learn today, but for how��they’ll��need to learn tomorrow, and return to��learn��again years from now.��

Western Kentucky also��demonstrates��this principle through strategic design choices: core��objectives��included creating��spaces so��students��would��linger before��and after scheduled classes, accommodating everything from traditional��undergrads��to professionals pursuing executive education, with spaces that stay flexible enough to evolve alongside industry needs.��

What AI Can’t Replicate��

If campuses��can’t��compete with AI on information delivery, they need to own what technology��can’t��touch: collaboration, community,��and creativity.��Libraries, incubators, makerspaces,��and other campus “third spaces” are being reimagined to prioritize hands-on, project-based��and team-driven work. The social experience of learning becomes��a��competitive advantage.��

This is where projects like Western Kentucky’s Commons at Helm Library come into play. The facility transformed a 1930s building that once housed the university gymnasium into a new intellectual hub at the historic academic heart of campus. The Commons combines social spaces, including food service venues that accommodate 900 guests, with library and student support services.��It’s��designed to serve both campus-based and commuter students, creating a destination that pulls people in rather than just providing study carrels.��

The project has earned��numerous��awards, including the IIDA/American Library Association Library Interior Design Award and Best in Show, precisely because it understands that the future library is less about book storage and more about human connection.��

Purdue University’s Mitch Daniels School of Business, scheduled for completion in 2027, also usestilizes��this philosophy. The building integrates business, technology,��and engineering classrooms and labs with advising offices, flexible collaboration areas,��and an auditorium for campus-wide conferences and events. Recognizing that the high-traffic site lacked green space, the design team added a courtyard for outdoor breaks and events. At night, the glazed facade will glow with activity,��telegraphing��the innovative combination of spaces within and framing��the School of Business as a forward–��looking and vibrant community.��

With a future-forward outlook, the building includes a full prototyping and engineering lab where students can merge technical and business skills in real-world developmePnt scenarios. It offers spaces students might encounter in corporate workplace environments, preparing them not just with knowledge but with the collaborative muscle memory they’ll need in their careers.��

Read more in the Higher Education Issue of 91��Ƶ.

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By Evelyn Long

School hallways often resemble rush-hour highways during class changes. Students bottleneck at stairwells and cluster near popular classrooms while other corridors sit empty. Many administrators interpret this congestion as a behavioral problem. However, the root cause often lies in the building’s design. ��

When architectural planning incorporates strategic wayfinding systems, particularly color-based zoning, schools can guide movement patterns naturally and reduce mayhem without��additional��staff intervention.��

From Chaos to Clarity��With��Architectural Wayfinding��

Wayfinding extends far beyond directional arrows and room��number��plaques. It��represents��a comprehensive design discipline focused on creating intuitive spatial navigation. For best results, it should be integrated from the design phase, but retrofitting color zoning can also work.����

The most successful wayfinding becomes invisible to users. When people navigate a space without conscious effort or confusion, the system has achieved its purpose. Teachers and administrators can spend less time directing disoriented students, and children can experience less stressful movement around their school. Effective techniques also streamline visitor flow during events like parent conferences and open houses.��

Designing for Flow��With��the Principles of Color-Based Navigation��

Cognitive research confirms color’s power to act as a navigational tool. Studies��demonstrate��that people in color-coded environments����when��locating��destinations. Color also����and strengthens spatial orientation within complex buildings.��

Age-appropriate color selection matters significantly in school design. Young children are more likely to remember primary colors rather than complex hues like turquoise, which blends blue and green. Clear, distinct colors create stronger mental associations for developing minds.��

Designers can also manipulate spatial��perception��through strategic color application. Painting the shorter end walls of a long corridor in warmer tones creates visual balance and��,��making��the space feel less tunnel-like and more proportional. Students are naturally drawn to the warmer spaces rather than lingering in the blander hallway.��

Specific color applications can address different functional zones throughout a school:��

• Play areas:��Warm,��vibrant��and energetic colors create��appropriate atmospheres��for recreation and physical activity.��
• Year or subject zones:��Distinct color schemes delineate different grade levels or academic departments, helping students quickly��identify��their designated spaces.��
• High-traffic areas:��Lighter colors or neutral tones in busy environments like cafeterias reduce visual overwhelm and create calmer atmospheres.��
• Teaching rooms:��Painting the instructor’s��wall��a deeper shade directs attention forward and creates a natural focal point.��
• Corridors:��Color-coding doors and entryways by their specific zones��helps��students��identify��correct destinations. Painting waiting areas outside classrooms in matching zone colors psychologically discourages lingering for students who belong elsewhere while directing them toward��appropriate locations.��

Enhancing Safety and Ensuring Accessibility��

Clear navigational paths directly��impact��student safety by reducing congestion in high-traffic areas and ensuring efficient egress during emergencies.��

Accessibility compliance adds another critical dimension to wayfinding design. Under the Americans with Disabilities Act, functional elevators����educational facilities. Color zoning around elevators helps students quickly��locate��these essential access points.��

Strategic painting choices can prevent congestion near elevators and other high-traffic areas. Using move-on colors or floor patterns that direct movement away from elevator lobbies prevents clustering. These visual cues guide students naturally without verbal instruction or staff intervention.��

Color Zoning in Action — Two Real-World School Designs��

Two international schools��demonstrate��how color-based wayfinding becomes an��integral part of the architecture��rather than superficial decoration.��

��in Greenland assigns each building a unique color paired with an animal theme drawn from Greenlandic fauna. This dual-coding system creates strong identity markers that young students recognize easily. Red linoleum flooring unifies all��common areas��throughout the campus,��establishing��visual continuity while individual building colors��maintain��distinct identities. The combination allows students to understand both their specific location and their position within the larger campus structure.��

��in Moscow��faced a different challenge when integrating new construction with existing buildings. Designers created a color-coded address system that assigned unique hues to different blocks, effectively unifying��the space��across old and new architecture. This system transformed what could have been a confusing maze into a legible campus where classroom locations become intuitive.����

Many schools can��identify��where overcrowding occurs and even��understand��why bottlenecks form. However, implementation strategies often��remain��unclear. Some institutions recognize potential solutions, such as��,��but lack methods to encourage behavioral change. Color zoning provides��the��concrete implementation tool that bridges the gap between problem identification and practical��solution.��

Building the Future of Intuitive School Design��

Research-backed color zoning strategies demonstrate that architects and designers can create environments where movement flows naturally without constant supervision. Functional color can shape behavior, support accessibility and improve the daily experience for everyone who navigates the building. When educational facilities incorporate color zoning and wayfinding principles from the initial planning stages, they can create more efficient and welcoming spaces.

Evelyn Long is a commercial interior design writer with specialized��expertise��in accessible, ADA-friendly spaces and designing environments that support mental health and��inclusivity.��

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By Lindsey Coulter

The University of Missouri–Kansas City continues advancing several major construction and renovation projects across campus, with work underway on academic, student-support and administrative facilities tied to the university’s strategic goals.

Current projects include the Healthcare Delivery and Innovation Building at 25th and Charlotte��streets��and renovations to the Atterbury Student Success Center.��Additional��projects expected to begin construction this year include the expansion of the Conservatory’s Olson Performing Arts Center and renovations to the UMKC Administrative Center.����

Healthcare Delivery and Innovation Building��

The 160,000-square-foot Healthcare Delivery and Innovation Building��remains��the largest capital improvement project in UMKC history.����

According to the university, the project reached a major��milestone��Sept. 17 when crews placed the final structural beam after a signing ceremony involving elected officials, university leadership, students,��faculty��and staff.����

Construction crews are continuing interior and exterior work throughout the facility. Interior wall framing is progressing, while drywall installation, piping insulation and overhead��mechanical,��electrical, plumbing and fire-protection systems continue advancing. Exterior work includes completion of penthouse metal panels, curtain wall installation,��roofing��and remaining fire-hydrant connections.����

The building is expected to open in 2027.����

Atterbury Student Success Center��

Renovations at the Atterbury Student Success Center began in May 2025 and are expected to conclude in summer 2026.����

The university reported that walls and ceilings are��nearly fully��installed, while carpet installation, painting and finish work are underway. Construction at the building’s north entry is expected to continue into the first part of summer.����

Once complete, the renovated facility will house Admissions, the UMKC School of Graduate Studies, the Center for Transfer Students and Adult Learners, Roo Advising, Career Services, University��College��and International Student Affairs. Plans also include a Welcome Center with a two-story atrium intended to host prospective students and their families.����

Career Services programming will also expand to include a Professional Wardrobe Studio, providing students with access to professional clothing options and interview headshots. UMKC Central and the Financial Wellness Center will��relocate��from the Administrative Center into the renovated building as part of the project.����

Olson Performing Arts Center Expansion��

UMKC Chancellor Mauli Agrawal announced during the 2025 State of the University that the Olson Performing Arts Center expansion is expected to break ground in 2026.����

The 35,000-square-foot addition will add performance and rehearsal spaces on the east side of the building extending toward Volker Boulevard.����

University officials said the project will increase performance, classroom and collaboration opportunities for students and the Kansas City community. The first phase of construction is estimated at $35 million and includes a large music ensemble performance and rehearsal space, two dance rehearsal rooms, support space for the dance program and a new accessible black box performance venue.����

According to the university, the black box addition will help create a “theatre district” alongside White Recital Hall, Spencer��Theatre��and the McIlrath Lobby.����

The second phase will renovate existing facilities, including White Recital Hall, to create��additional��classroom and theatre space as well as expanded student collaboration areas.��

UMKC Administrative Center Renovation��

Renovations to the UMKC Administrative Center are expected to begin in late spring and conclude in winter 2027.����

The project will focus on the building’s front exterior and first floor, including accessibility improvements such as removing stairs in the entryway and lobby and adding accessible parking spaces.����

Interior renovations include a refreshed lobby and new reception desk. As part of the changes, UMKC Central will��relocate��to the Atterbury Student Success Center, while its former Administrative Center space will become an alumni reception area and office suite for the UMKC Foundation.����

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By Sarah Clow

As student housing is a growing part of the higher education design and construction conversation,��91��Ƶ attended the Bisnow San Diego Student Housing & Higher Education Conference on May 13. The event brought together developers, university administrators, architects, and construction leaders, with a focus on balancing growth with affordability and changing��needs and��expecations��regarding��student experience. Across the board,��panelists��agreed that��institutions are rethinking��the traditional student housing model, and for many students next-generation housing options are��non-negotiable.��

Building For All — Balancing Housing Growth with Affordability��

There is a growing��student housing crisis in San Diego, where most universities can only guarantee housing for first- and second-year students. Panelists��were��candid about the structural barriers to building more attainable housing — and financing topped the list. When asked to��identify��the biggest hurdle — financing, land,��or approvals —��nearly every��panelist��pointed to��financing but also pointed��to strategies��for bringing costs down. Chief among them: increasing density.����

Adding more beds to existing builds helps spread construction costs across more units, improving the economics of a project without sacrificing quality. Delivery methods also came up as a key lever, with progressive design-build highlighted as an effective tool for faster, more cost-efficient delivery.��

Panelists��noted a��distinct��shift in how institutions are thinking about the relationship between unit size and community space. Square footage per student is shrinking, while investment in recreation and amenity spaces is growing — a deliberate strategy to push students toward shared community while also keeping per-bed costs down. When asked��about must-have��amenities for higher education projects, panelists pointed to outdoor programmatic space and collaborative, community-focused interiors as essential.��

Speakers included:��Hemlata Jhaveri, Senior Associate Vice Chancellor at UC San Diego; Bob Schulz, University Architect and Associate VP of Real Estate at SDSU; Abbie Hawkins, VP of Development at The Michaels Organization; Lindsey Sielaff, Operations Manager at Hensel Phelps; Richard King, Principal at Gensler; and Lisa Norombaba, Executive Director of Wesley House.��

Panel 2: From Dorms to Destination — Redefining the Student Living Experience

Today’s students��value��quality over quantity, and the��student housing��industry is responding.��

The ongoing��shift toward wellness-focused design��is��bringing spas, fitness centers, relaxation spaces, and mental health-supportive environments��into student housing. Interestingly,��these offerings��are no longer��considered��amenities —��they’re��expectations. Panelists noted that younger students are willing to trade square footage for higher-quality finishes and thoughtful design, a trend that is reshaping unit mix strategies toward smaller one- and two-bedroom configurations.��

Landscape and outdoor space took center stage, particularly in the Southern California context. Panelists from McCullough Landscape Architecture emphasized the growing importance of connection to nature, flexible outdoor��programming��and visibility — both for community building and for safety. Transparency and sightlines in outdoor spaces were called out as important design tools for creating environments where students feel secure.��

However, the panel pushed back on trend-chasing in amenity design. For example,��rather than��including a��golf simulator��—��a shiny��amenity that��doesn’t��hold long-term value��—��panelists��emphasized��creating genuine “third spaces” for socialization: areas that��aren’t��over-programmed, allowing students to use them organically.��

Walkability and bike-ability also��emerged��as a priority, with several panelists��advocating for��pedestrian-focused campus design as a means of supporting both student health and affordability by reducing transportation costs.��

The panel also highlighted an interesting tension in the market: while many developers are moving toward smaller bed counts and higher-end amenities to attract students willing to pay a premium, San Diego Community College District is taking a different approach — building higher-density housing with fewer amenities to maximize access for lower-income students. Both strategies reflect the breadth of need in the market.��

On the technology and security front, panelists pointed to smart package and food delivery lockers as an increasingly expected feature — a practical response to the realities of how students live today.��

Finally, the Southern California advantage was hard to ignore. The indoor-outdoor lifestyle is a genuine differentiator in design, and solar energy adoption is accelerating. Core Spaces highlighted a project near UCSD where rooftop and parking structure solar arrays are expected to cover��the majority of��the building’s energy costs — a compelling case for sustainability as both a��values��play and a financial one.��

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By Rob Filary, AIA

Across the country, Transitional Kindergarten is moving from pilot to policy, from niche offering to a foundational layer of public education. As districts expand access, a practical question comes into focus: where do four-year-olds fit within systems built for older children?��

The answer is beginning to reshape the physical environment of schools in ways both subtle and consequential. Transitional Kindergarten is not a program that can simply be absorbed into existing classrooms. It asks for spaces tailored to a different stage of development, where independence is��emerging��but not yet assumed, and where the first experience of school can shape a child’s long-term relationship to learning.��

Design, in this context, becomes less about accommodation and more about calibration.��

A Different Kind of Classroom����

Traditional elementary classrooms are organized around independence and routine. Transitional Kindergarten��operates��on a more fluid threshold. Students are learning how to be at school, and the environment plays��a central role��in that transition.��

Classrooms are larger, more��flexible��and intentionally zoned. Distinct areas for quiet reading, active play, group instruction, and sensory exploration allow students to move between modes of learning with clarity. Fixtures,��storage��and visual cues are scaled to a child’s perspective, supporting autonomy without overwhelming choice. In-class restrooms reduce disruption and reinforce independence, while material shifts from soft flooring to durable surfaces support a range of activities throughout the day.��

These intentional adjustments shape how students navigate space, build��confidence��and begin to understand the rhythms of school.��

The Architecture of a First Experience��

For many families, Transitional Kindergarten marks a child’s first sustained interaction with the school system. Design decisions at the campus level carry weight beyond the classroom.��

Locating Transitional Kindergarten classrooms near the front of campus, with direct access to drop-off zones, can ease daily routines and reduce stress for caregivers and children alike. What appears to be a logistical decision becomes part of a family’s sense of trust and belonging.

Within the classroom, access to daylight, views to nature, and controlled sensory input support focus and emotional regulation. Just beyond it, outdoor environments extend this experience in more physical, immediate ways.��

Outdoor Transitional Kindergarten play yards do more than providing a space recess by functioning as a dynamic extension of the classroom where learning becomes physical,��sensory��and directly connected to the surrounding environment. A well-designed outdoor space carries the same intentionality as its indoor counterpart, supporting exploration,��discovery��and skill-building across developmental domains.��

These environments play a critical role in social and emotional development. Open-ended areas invite collaboration, negotiation, and problem-solving, as children learn to navigate shared spaces and group activity. The ability to move freely and make choices fosters independence,��confidence��and self-regulation which are skills that underpin long-term academic readiness.��

Support for the student’s physical development is embedded in the landscape itself. Climbing elements, varied terrain, and adaptable materials support coordination, spatial awareness, and both fine and gross motor skills. At this stage, movement is fundamental to well-rounded learning.��

Thoughtful outdoor classrooms also reflect a broader commitment to inclusivity. Shaded areas, quiet nooks, sensory gardens, and flexible play features create multiple points of entry, allowing all students to engage in ways that align with their individual needs and comfort. Designing a yard with these elements in mind provides even the youngest students with an environment that broadens the definition of learning while��remaining��legible and supportive to every child.��

Here, play is not separate from learning but one of its primary vehicles.��

Fitting into the Larger Whole��

As Transitional Kindergarten expands, its integration into existing campuses becomes a strategic exercise. These classrooms do not��operate��in isolation but instead influence circulation,��supervision��and daily operations across the site.��

Proximity to kindergarten can support developmental continuity, while a degree of separation helps��maintain��an appropriate scale��for younger students. Many schools are beginning to cluster early learning environments into dedicated zones, creating a “school within a school” that balances connection with protection.��

Operational patterns shift as well. Drop-off and pick-up routines change when families��accompany��younger children. Supervision lines, restroom access, and security measures must account for different behaviors and needs. Even the orientation of windows and outdoor spaces contributes to a sense of safety and enclosure.��

These considerations extend beyond design in the narrow sense and shape how the campus functions over the course of the day.��

A Foundation with Lasting Impact��

Well-designed Transitional Kindergarten spaces help students understand where they are, what is expected, and how to move through the school day with growing confidence. They offer families clarity and reassurance and give educators environments that support a range of teaching approaches.��

As districts continue to invest in these programs, the question is no longer whether Transitional Kindergarten belongs on the elementary campus, but how its presence can strengthen it for everyone.��

By getting it right early, schools can reduce friction for families, support educators more effectively, and create environments aligned with how young children learn and develop. A stronger start for students and a more responsive campus begins with treating the first step into education as a moment worth designing with care.����

Rob Filary, AIA, is an Education Sector Leader at��.

Get more weekly reports and��timely��updates by subscribing for free at��schoolconstructionnews.com/subscribe.��

The post Designing the First Step: How Transitional Kindergarten Is Reshaping the Elementary Campus appeared first on 91��Ƶ.

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By Lindsey Coulter

Dorian Maness, GGP, is a Senior Project Manager and Mechanical Engineer for the Education Division of Matern Professional Engineering in Maitland, Fla.��Focusing on��project management and mechanical systems design, Maness��delivers��innovative,��tailored��HVAC systems��that allow��students and educators to focus on learning, while giving school leaders operational peace of mind.��

“School environments are often occupied and require continuous, rapid maintenance,” Maness said. “So, there’s a��balance to be struck between what the owner wants, what mechanical system��success��needs to meet the functionality of the school, and what the maintenance team can maintain to ensure the system operates effectively.”����

Maness joined the 91��Ƶ (SCN) Editorial Advisory Board in 2025, bringing valuable��expertise��in��engineering and mechanical systems for��K-12 and higher education.��As school facilities must contend with more extreme temperatures, changing codes, shifting maintenance budgets��and��higher��performance expectations, Maness��spoke with SCN about��what it takes to design and deliver systems that work and last.��

SCN:��What’s��your philosophy on balancing performance and cost in HVAC design?��

Maness:��Each project is��unique��and��it’s��critical we have the right conversations to figure out what works within the framework of the project and the owner.��My philosophy breaks down to “Make it make sense.” There is a fine line between the performance��of��a system and the cost of getting that performance out of the system. Clients often approach a project with the notion that they want the highest performance system. However, there is a��[financial]��tradeoff. As an engineer and project manager,��it’s��my job to understand things like budget and Life Cycle Costs to be able to have conversations with the owners or clients to guide them in a way that makes sense for their needs and the needs of their school. Sometimes��I’m��able to design a��cool��high-performance system and give them the most efficient HVAC system,��which can save money over time or get tax rebates for the district. At other times, due to first costs and budget, we must design a more robust system that is more easily��maintained��and that the district is more familiar with.����

SCN:��What innovations in mechanical system design are most promising for schools?��

Maness:��Schools are becoming more complex.��They’re��constantly��changing and��offering many��new programs��that used to be��available��only in colleges or technical schools. Mechanical equipment has become smaller and more powerful, allowing us to support various programming spaces, such as auditoriums, large gymnasiums, welding labs, automotive��labs��and robotics labs. Along with mechanical equipment, innovations in programming and BAS control have also been crucial to the advancement of how mechanical systems��operate. Adjusting to various school loads, allowing owners to see real-time alarms and failures on the equipment, are all innovations that have allowed us to change the way we design schools and give value back to the owners and clients.��

Additionally, in Florida, high temperatures and high humidity will always drive the mechanical system design in schools. Ensuring that the mechanical system has capacity to cool all spaces as required will become more challenging as the climate increasingly gets warmer or stays warmer longer. However, one trend I’ve seen is mechanical equipment becoming more efficient and better at handling high humidity or high temperatures. Utilizing this equipment in newer designs will be crucial to keeping up with future demands.��

SCN:��What’s��a misconception owners often have about mechanical design?��

Maness:��Owners underestimate the cost and space��required��to house mechanical systems. Most owners care��first and foremost��about how their building looks aesthetically, not about the space inside the building that no one sees. Ironically, this is the space that mechanical engineers care about the most:��the cavity above ceilings, the space on the roof, or mechanical rooms on a floor plan that no one will ever go into or see. These are the areas that house our��ductwork and��air��handlers,��chillers,��exhaust��fans��and many more pieces of mechanical equipment that are crucial to our design. Often, I hear how surprised they are about how many mechanical rooms we need on a floor plan or how much space we need outside for our chillers. This makes it crucial for us to be involved in early talks with the owner and architect when designing the footprint of a new building.��

SCN:��In what��other��ways do you collaborate with architects and planners to��optimize��student comfort?��

Maness:��I collaborate very closely with architects and planners to be sure the overarching designs maximize student comfort. While the architects design the layout of a school in respect to hallways, classrooms, gymnasiums, and more,��it’s��my job to ensure that our mechanical design��maintains��the various spaces and makes them��comfortable��—��no matter what the students are doing. The same type of mechanical system that serves a classroom��wouldn’t��be useful in a gymnasium or a cafeteria. Ensuring that these different areas of a school have the��appropriate mechanical��design is our most important job. Working closely with architects and planners is critical, and we communicate extensively about the spaces we need for all these different areas to ensure we can fit our equipment and have enough space above the ceiling for our larger ductwork.��

SCN: What project taught you the most about energy-smart system design?��

Maness:��Whether��it’s��elementary,��middle��or high school, the first question is always about costs. Since most schools are��supported by taxpayer dollars, cost savings and energy savings are always the first topics with owners.��In my experience, high-school projects present the most opportunity to��utilize��high-energy saving designs because they are larger and have more diverse student programming; kitchens, culinary labs, chemistry labs, auditoriums, and gymnasiums are all high-energy use spaces. These unique spaces create opportunities such as Bi-Polar��Ionization or��Demand Control Ventilation, which are energy-saving designs that help to reduce energy and life cycle costs over time.��

Get more weekly reports and��timely��updates by subscribing for free at��schoolconstructionnews.com/subscribe.��

The post Meet the Editorial Advisory Board: Dorian Maness, GGP appeared first on 91��Ƶ.

The post Meet the Editorial Advisory Board: Dorian Maness, GGP appeared first on 91��Ƶ.

By Greg Cromer��

Public school systems across the country are entering a period of sustained enrollment decline, driven by a convergence of demographic and behavioral shifts, particularly��evident��along Colorado’s Front Range.��As explained in Part I of this article, Colorado��is projected to lose more than 15,000 children ages 0–17��over the next five years, due to factors such as��persistently low birth rates, high housing costs, an aging��population��and slower immigration.��

Online programs, private schools or homeschooling offer further competition for public schools across the country, helping to accelerate enrollment losses that exceeded 10,000 students this year alone, the largest drop since COVID-19. ��

Part I of this article discussed how��declining��enrollment��across the nation��is forcing��leaders to consider��consolidation,��closures��and replacement. However, this shift is also��creating��opportunities��to modernize aging facilities and rethink how space supports evolving educational models, from flexible, data-informed facility plans��to right-sizing��school capacity through consolidation and reconfiguration. Read further recommendations here:��

Establish Shared Understanding to Align Community and System Needs��

Engaging communities in school closures or consolidation is one of the most challenging responsibilities for school boards because it sits at the intersection of personal impact and systemwide necessity. Families often focus on identity, commute��changes��and neighborhood stability, while districts must address enrollment decline, underused facilities, financial��pressure��and equity. Bridging this gap requires transparent, data-driven storytelling that connects individual decisions to broader trends while also acknowledging the real loss communities feel—an essential step in��maintaining��trust.��

These decisions also require courage from district leaders, as delays or inaction can deepen inequities and strain limited resources. The transition also offers a powerful opportunity for community renewal by reimagining school identity through a new name, mascot,��colors��or symbols, which allows architectural teams to embed that identity into the built environment and shape a unifying community asset.��

Additionally, districts are increasingly designing schools for flexibility from the outset by positioning facilities as civic assets. Through adaptable layouts and coordinated shared-use spaces like flexible commons, gyms or auditoriums, schools can better serve both students and communities year-round, maximizing public investment and long-term value. This approach positions facilities not as static assets, but as adaptable infrastructure and dynamic tools that can continue to deliver student success and community buy-in.��

Unlock��Value in��Existing��Assets��

Reframing existing school assets is a key strategy for districts facing enrollment decline and uneven��utilization, shifting underused schools from excess capacity to flexible hubs that can be repurposed to meet emerging needs. Converting space for early childhood education, expanding special education or alternative programs, co-locating community services and even exploring workforce housing to support educator recruitment and retention can make an impact. Alongside physical reuse, specialized models such as STEM, Career and Technical Education (CTE) or arts-focused programs can also re-energize underenrolled facilities by drawing students across traditional boundaries.��

Partnering with architecture and design firms can help reimagine and maximize the value of existing assets. Consider repurposing underutilized wings into collaboration zones, student��services��or community spaces. At Sheridan High School, the design team revitalized an abandoned pool building into a trades skills workshop where students could work alongside trade professionals to develop hands-on skills in carpentry, plumbing, electrical and HVAC systems.��

Districts such as Aurora Public Schools are leaning into programmatic strategies to attract and��retain��students in a competitive enrollment landscape. As choice expands and demographic pressures intensify, districts are moving beyond boundary-based enrollment to emphasize what makes each school distinct. This includes developing and branding focus-based schools built around themes, specialized��programming��or community partnerships to create a clear value proposition for families. For example, in response to shifting enrollment patterns, the Clara Brown Entrepreneurial Academy leaned into its identity rooted in entrepreneurship and innovation, using its programmatic focus to differentiate itself and re-engage families.��

Designing for��consolidation and future repurposing is essential to creating resilient school environments that attract and��retain��students. Flexibility helps future-proof facilities against demographic shifts, funding��changes��and broader disruptions, enabling districts to respond to enrollment changes without stranded assets and keeping buildings relevant and impactful over time.��

Greg Cromer is an education practice leader at��Wold��Architects and Engineers with more than 40 years of experience designing K–12 learning environments. He can be reached via email at��gcromer@woldae.com.��

Get more weekly reports and��timely��updates by subscribing for free at��schoolconstructionnews.com/subscribe.��

The post Right-Sizing Schools, Part II: Turning Enrollment Decline into Opportunity appeared first on 91��Ƶ.

The post Right-Sizing Schools, Part II: Turning Enrollment Decline into Opportunity appeared first on 91��Ƶ.

By Greg Cromer

Public school systems across the country are entering a period of sustained enrollment decline, driven by a convergence of demographic and behavioral shifts, particularly��evident��along Colorado’s Front Range. Over the next five years, the state is projected to lose more than 15,000 children ages 0–17, as persistently low birth rates, high housing costs, an aging��population��and slower immigration reduce the number of school-aged students.��

With more families considering online programs, private schools or homeschooling, public schools across the country are facing declines in student enrollment, accelerating enrollment losses that exceeded 10,000 students this year alone, the largest drop since COVID-19. According to projections from the National Center for Education Statistics, this downward trend is expected to continue nationally, placing increasing pressure on district funding, staffing and long-term planning, especially in high-poverty communities where per-pupil revenue is critical.��

Within this challenge lies a strategic inflection point: declining enrollment is forcing long-delayed conversations around consolidation,��closures��and replacement, while simultaneously creating an opportunity to modernize aging facilities and rethink how space supports evolving educational models. As some districts grapple with underutilized buildings and shifting community needs, the question is no longer whether change is necessary, but how to approach it. Below are strategies to unlock strategic investment in existing assets, align facilities with evolving educational programs and position schools to attract and��retain��students in a more competitive, choice-driven landscape.��

1. Build flexible, data-informed facility plans

In neighborhoods with aging populations, schools are��operating��below capacity, prompting consolidation or closure, while growth areas on the urban fringe��and in��redeveloping corridors face rising demand and need targeted expansion. This divergence is pushing districts toward more nuanced, data-driven strategies that balance right-sizing in legacy neighborhoods with growth planning elsewhere.��

To respond, districts are adopting more disciplined, long-range planning approaches that integrate enrollment projections, birth rates, housing trends and migration patterns with facility condition,��capacity��and educational adequacy data. Financial modeling grounded in per-pupil revenue forecasts and capital funding scenarios helps weigh renovation versus replacement, while scenario planning prepares districts for shifting demographic and policy conditions. Paired with transparent, community-informed engagement, this approach enables districts to move beyond reactive decisions and build flexible roadmaps that align facilities with evolving programs,��optimize��existing assets and support long-term sustainability.��

2. Right-size school capacity through consolidation and reconfiguration

Many schools were built during the post–World War II boom (1950s–70s), with a second wave in the 1990s–early 2000s tied to suburban growth. As a result, much of the portfolio, especially in established��districts,��is��now 45 to 65 years old, with some buildings exceeding 70 and requiring significant modernization. While newer schools exist in growth areas, portfolios are��largely defined��by older campuses in mature neighborhoods and newer ones on the fringe. This imbalance is driving complex capital decisions, as districts weigh modernization against replacement amid declining or uneven enrollment.��

Rather than defaulting to replacement, districts are rethinking aging assets and are prioritizing renovation and adaptive reuse to better match capacity with current and projected enrollment. At��Peakview��Academy at Conrad Ball, declining enrollment prompted consolidation efforts, with Thompson School District merging a middle school and two elementary schools into a��new schools��into a new PK–8 campus designed to better align staffing,��programming��and enrollment needs. Similar models, including High Plains School and Riverview PK-8 School, reflect a broader shift toward right-sizing facilities while��maintaining��neighborhood access to education.��

This approach supports more strategic capital investment, reduces long-term maintenance��costs��and improves operational efficiency while enabling evolving instructional models. By��consolidating��underused facilities and reconfiguring grade structures, districts can better balance educational quality with fiscal responsibility, transforming aging infrastructure into more sustainable, future-ready learning environments.��

Stay tuned for Part II of this article later this week, focused on establishing shared understanding to align community and system needs and how to unlock value in existing assets.

Greg Cromer is an education practice leader at��Wold��Architects and Engineers with more than 40 years of experience designing K–12 learning environments. He can be reached via email at��gcromer@woldae.com.��

Get more weekly reports and��timely��updates by subscribing for free at��schoolconstructionnews.com/subscribe.��

The post Right-Sizing Schools, Part I: Turning Enrollment Decline into Opportunity appeared first on 91��Ƶ.

The post Right-Sizing Schools, Part I: Turning Enrollment Decline into Opportunity appeared first on 91��Ƶ.