By Lindsey Coulter

For decades, school design has followed a familiar formula: self-contained classrooms lined along corridors. While educational practices have evolved dramatically, many school buildings continue to reflect this decades-old model.

Architecture, planning and engineering firm SHP set out to challenge that convention with Peck Expeditionary Learning School in Greensboro, N.C. The project, completed for Guilford County Schools, was designed specifically to support the Expeditionary Learning (EL) educational model, requiring SHP to rethink nearly every assumption about how a school should function.

Education Philosophy Drives Design

Introduced in 1995, Expeditionary Learning (EL) is an educational philosophy that reimagines learning as an active, inquiry-driven and collaborative process. EL emphasizes real-world problem solving and interdisciplinary projects that encourage students to investigate, collaborate, reflect and present their work. That dynamic approach presented SHP with a unique design challenge.

“Expeditionary Learning inverts almost every default architectural assumption,” said David Powell, Principal and Partner at SHP. “The building had to become an active participant in learning and not just a passive container. You need transparency, reconfigurability and interconnected spaces that support project work.”

The first step was abandoning the traditional classroom concept. SHP instead designed the 142,000-square-foot, $78.7 million school as a series of learning neighborhoods organized around an Expeditionary Learning Commons. Flexible learning studios surround these commons and connect through extensive interior glazing, operable garage doors and movable partitions. Teachers can easily combine spaces, separate groups or allow multiple classes to work together. Students remain visually connected to one another, reinforcing collaboration as a shared experience rather than an isolated classroom activity.

Designing Behavior, Not Just Buildings

The EL philosophy also complements SHP’s approach to educational planning, as the firm’s goal is to create environments that naturally encourage the behaviors educators hope to foster.

“A building supports pedagogy when the architecture makes the desired behavior the path of least resistance,” Powell said. “When collaborating, moving outdoors, working in small groups, presenting to an audience and even learning from failure become easier than fighting the building itself, then the architecture is doing its job.”

For example, instead of keeping students static and seated, the building encourages movement between collaborative spaces, presentation areas, quiet work zones and outdoor learning environments.

Multiple scales of space allow students to work independently, gather in small groups or engage larger learning communities without encountering physical barriers. The result is an environment that quietly reinforces instructional goals through architecture rather than relying solely on operational policies.

Solving for Openness Without Sacrificing Performance

Creating interconnected learning environments naturally raises noise concerns. Traditional acoustic guidelines were largely developed for enclosed classrooms with fixed walls and don’t really account for flexible EL learning environments.

“But just as architects know how to control daylight through thoughtful placement of windows, we can control sound through careful planning, strategic adjacencies and thoughtful partition configurations,” Powell explained.

Learning neighborhoods were carefully organized so that collaborative energy could coexist with focused instruction. Strategic placement of spaces, combined with movable partitions and intentional spatial relationships, allows activity to occur without creating the chaotic environment often associated with large open spaces.

Architecture That Supports Belonging

Beyond flexibility and collaboration, SHP also prioritized social-emotional learning, understanding that architecture can play a meaningful role in helping students feel connected, supported and valued — particularly in communities where educational investment has historically lagged.

Located within Greensboro’s Glenwood neighborhood, Peck Expeditionary Learning serves one of North Carolina’s most economically challenged communities, where the previous school building was constructed in 1929. For SHP, providing an innovative learning environment became a matter of educational equity.

“I love working with clients who believe every student deserves an exceptional learning environment,” Powell said.“When a district is brave enough to move beyond traditional educational models, architecture can help create social and emotional connections that simply aren’t possible inside isolated classroom boxes.”

Throughout Peck, visual openness helps students remain connected to teachers and peers, while varied learning environments allow them to find spaces that support their individual learning styles. Those seemingly small design decisions can have a big impact.

“Kids learn better when they’re not in a container,” Powell said. “When you take away those rigid boundaries and provide different kinds of learning spaces, students find the place where they learn best.”

Learning From the Building After Occupancy

Unlike projects that conclude when students move in, SHP views Peck as an ongoing learning opportunity. The firm is conducting a comprehensive post-occupancy evaluation that includes interviews, surveys and building observations to better understand how students and educators are using the space.

“We didn’t want year one to simply be a feeling that the building worked,” Powell said. “We wanted it to become an actionable report that helps us improve future projects and gives the next district confidence to be brave enough to rethink what a school can be.”

One of Powell’s favorite indicators of success wasn’t captured in a survey but during the school’s opening, when a young student climbed into one of the building’s circular windows, settled into the space and silently offered two enthusiastic thumbs-up.

Similarly, the school’s central courtyard, created between two building wings, has become one of the building’s most popular destinations.

“The building’s arms are wrapped around the students,” Powell said. “For children who don’t always feel safe once they leave campus, they’ve discovered an outdoor place where they feel protected and connected. Watching them choose to spend time there has been one of the most rewarding parts of the project.”

The SHP Approach and Difference

For SHP, the design process begins well before a floor plan takes shape. The firm’s work is rooted in listening, believing that transformational spaces are created only by taking into account the lived experiences of the people who inhabit them. Before a single line is drawn, the firm’s designers make a point of engaging with the educators, students and community members who will be using the space every day. This process is implemented into every educational project the firm undertakes; it actually earned SHP the James D. MacConnell Award in 2023.

That process is especially important for districts exploring more flexible, student-centered models of learning. Peck, for instance, was built around a pedagogy that prioritizes flexibility, student agency and belonging. Rather than layering those ideas into a conventional template, the firm identified ways to make that pedagogy visible and practical throughout the building: smaller learning communities, varied settings for collaboration and independence, and a strong relationship between the building and its external community. The result is a school that was designed to be contextually sensitive to its community, and shaped by and for the community.

This article was sponsored by SHP originally published in the . To learn more, visit .

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By VS AmericaĚý

Today’s libraries, media centers and learning commons support research, instruction, collaboration, creation, reflection and connection — often within the same shared space.Ěý

That means the physical environment has to do more, too. A successful library should support multiple ways of learning at once while remaining adaptable, welcoming and easy to navigate.Ěý

Here are seven important considerations when designing libraries for how learning happens today.Ěý

1. Make Information Easy to Access

Learners must be able to move freely, find resources easily and engage independently. Open shelving, clear pathways and intuitive layouts make information visible and accessible, removing barriers to learning.

Resources are integrated throughout the space, supporting both structured instruction and spontaneous discovery. Mobile storage and flexible shelving allow materials to shift with learning, keeping resources within reach as needs change throughout the day.

2. Create Space for Learning Together

People gather to discuss ideas, solve problems and build understanding together. Flexible tables, mobile seating and shared surfaces support conversation and movement, allowing multiple groups to work at once without disruption.Ěý

As the heartbeat of the learning community, libraries support collaboration and communication. This means deliberately designing spaces where people can engage with one another, exchange ideas and learn through shared experience.Ěý

3. Support Creation, Not Just Consumption

Today’s learners don’t just access information, they create it.Ěý

Libraries encourage hands-on learning, from STEM exploration to prototyping and design. These environments must allow for experimentation, movement and iteration without becoming restrictive.Ěý

When the environment supports making, the library becomes a place where ideas can move from research and discussion into something tangible.Ěý

4. Integrate Digital Learning Naturally

Students move fluidly between physical and digital resources, often working quickly and independently. Whether it’s charging a device over lunch or taking a deep dive into database research, spaces that support short-duration work, device use and media interaction are essential.Ěý

Access to technology, power and flexible work surfaces allows students to research, produce and interact with information in ways that reflect how learning happens today.Ěý

5. Make Room for Quiet Study and Reflection

Reading, research and reflection often require settings that support concentration and reduce interruptions. These spaces must feel calm, comfortable and separate, while still connected to the larger environment.Ěý

Thoughtful layouts, softened acoustics and intentional zoning help create environments where people can focus without distraction and engage in deeper thinking.Ěý

6. Design for Choice, Comfort and Inclusion

Everyone learns in different ways, at different paces and with different needs. Providing a range of spaces, with seating and tables that adjust to accommodate everybody and can be easily rearranged to create clear, open pathways for movement allows each learner to find a place that works for them.

7. Plan for Community

From daily use to larger gatherings, these spaces support a wide range of activities, serving individuals, groups and the broader community. They must adapt easily between focused work, informal interaction and shared experiences.Ěý

Open layouts and flexible furniture allow spaces to shift throughout the day, supporting both individual use and group engagement. Areas can accommodate presentations, collaborative work or community events without requiring permanent changes to the space.Ěý

At VS, we design furniture that helps libraries create purposeful spaces, where each area supports a different way of learning.Ěý

This article was sponsored by VS America, Inc., a manufacturer of educational furniture for K-12 schools, colleges and libraries. Focused on best practices for educational facilities worldwide, VS develops adaptable, ergonomic and sustainable furniture solutions which allow for the creation of agile learning environments. For more information, visit .Ěý

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By VS America

In the realm of flexible learning environments, a fundamental shift in ownership is taking place. “Traditionally, teachers have owned 90% of the space, leaving students to share the remaining 10%. However, it is time to challenge this notion and empower students to take ownership of their educational experiences,” Jill Ackers, Director of Education at VS America, explains.

Embracing Innovative Approaches: Students as Active Co-Creators

Embracing flexible learning environments means embracing the idea that students are active co-creators of their educational spaces. It involves redefining ownership to allow students to shape and personalize the learning environment.

By involving students in decisions about classroom design, layout, and organization, educators create a space that reflects the unique identities, interests, and aspirations of the students. This shift empowers students to take ownership, fostering a sense of pride, belonging, and engagement in their learning experiences.

Discovering Identity: Crossing the Threshold into a Reflective Space

Flexible learning spaces serve as more than just physical environments — they become platforms for students to explore and express their identities. As students cross the threshold into these spaces, they encounter an environment that values and celebrates their individuality. The learning space becomes a canvas on which students can personalize and display artifacts, artwork, and projects that represent their interests and achievements. This personalization allows students to see themselves reflected in the environment, promoting a sense of belonging and fostering a positive learning atmosphere.

Reflection: Showcasing Growth and Achievement

In these environments, students can see their own work and growth showcased in the space. The classroom becomes a gallery that celebrates student achievements, displaying projects, artwork and accomplishments. By actively reflecting on their progress, students develop a deeper appreciation for their growth and are motivated to further develop their skills and knowledge. The visual representation of their achievements serves as a constant reminder of their capabilities, instilling confidence and inspiring continued effort.

Empowering Student Agency: Ownership as a Catalyst for Growth

The shift in ownership within flexible learning environments empowers students to take agency over their education. Students become active decisionmakers, collaborators and problem-solvers, driving their learning journeys.

By involving students in the design and organization of the learning space, educators foster a sense of responsibility and ownership for their own growth and success. This increased agency leads to heightened engagement, intrinsic motivation, and a greater sense of purpose in their educational endeavors.

The redefinition of ownership in learning environments signifies a transformative shift in education. Students, as active co-creators, find their identities reflected in the learning space and actively shape their educational journey. “By challenging the 90% ownership held by teachers, students are empowered to own 90% of the learning,” Ackers states. “This ownership fosters a sense of pride, belonging, and agency, as students personalize the space, reflect on their growth and actively participate in their education.”

As flexible learning environments continue to evolve, they become spaces that empower students, nurture their individuality and inspire a lifelong love for learning.

This article was sponsored by VS America, Inc., a leading manufacturer of educational furniture for K-12 schools, colleges, and libraries. Focused on best practices for educational facilities worldwide, VS develops adaptable, ergonomic, and sustainable furniture solutions which allow for the creation of agile learning environments. For more information, visit .

This article was originally published in the .

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By Catherine Dalton, AIA, RID, LEED AP BD+C

When elementary and middle schools in the Seagoville, Texas, area began experiencing overcrowding, the Dallas Independent School District (Dallas ISD) faced a familiar dilemma: build more classrooms or rethink the system creating the pressure.

The district chose the latter.

Educational innovation is often associated with new programs, emerging technologies or specialized learning environments. Yet some of the most impactful innovations occur when planning, policy and design are intentionally aligned to solve complex challenges.

The resulting Seagoville PK-8 Campus Magnet Model demonstrates how districts can create long-term solutions that extend far beyond building another school. By aligning facility planning, enrollment strategy, and educational programming, Dallas ISD addressed overcrowding while expanding educational opportunities and supporting future community growth.

Framing the Challenge

As the second-largest school district in Texas, Dallas ISD serves more than 134,000 students and roughly 21,000 professional staff across 228 schools, including 135 elementary schools, 35 middle schools, 36 high schools and 22 multi-level schools.

As enrollment projections climbed, elementary and middle schools within the Seagoville feeder pattern began experiencing capacity challenges. At the same time, district leaders recognized another opportunity: expanding access to school choice programming in a region that historically had fewer magnet options than other parts of the district.

Rather than viewing these as separate challenges, Dallas ISD asked a broader question: how could one project simultaneously address overcrowding, expand educational opportunity and support long-term community growth?

Looking Beyond Capacity

Overcrowding is often treated as a space problem. Typical responses may involve adding classrooms, installing portable buildings, adjusting attendance boundaries or constructing another campus. While these solutions can provide immediate relief, they do not always address the underlying system that is driving enrollment pressures.

The most successful districts recognize that capacity planning should not happen in isolation. Facility decisions influence enrollment patterns. Enrollment policies influence access. Grade configurations influence student experience. Community demographics influence all of the above.

When these decisions are considered together, new possibilities emerge. For Dallas ISD, that meant rethinking not only where students would learn, but how the district could create a more flexible and resilient educational model for the future.

The Power of the PK-8 Model

The district ultimately selected a PK-8 configuration to relieve enrollment pressure across multiple grade bands simultaneously. The value of the model extends beyond capacity management.

Districts across the country have increasingly explored PK-8 configurations for their ability to improve continuity, reduce transitional disruptions and provide greater operational flexibility.

From a student perspective, a PK-8 campus provides continuity during critical developmental years, reducing transitions and fostering stronger relationships among students, staff and families. From a district perspective, it creates greater flexibility for managing growth across elementary and middle-school grades. From a community perspective, it strengthens identity and connection by allowing families to remain within a single learning environment for a longer period of time.

Most importantly, the building becomes a tool for implementing a broader vision.

The new Seagoville PK-8 is a 118,000-square-foot, two-story campus designed to serve 800 students from Pre-K through eighth grade. The school includes STEM, language and makerspaces; science laboratories; fine-arts programs; collaborative learning environments; and flexible instructional spaces that support a wide range of educational experiences.

When Enrollment Strategy Becomes a Planning Tool

One of the most innovative aspects of the project is that the solution extends beyond the building itself.

By prioritizing enrollment opportunities for students living closest to the campus, Dallas ISD created a direct mechanism for relieving pressure on surrounding schools. At the same time, remaining capacity is available through the school’s magnet model, expanding access to innovative programming for students across the district.

Rather than treating enrollment as an administrative exercise, the district used it as a strategic planning tool.

This approach accomplishes multiple objectives simultaneously:

• Relieves overcrowding in neighboring schools
• Expands access to school choice opportunities
• Increases educational access within the local community
• Preserves district-wide magnet enrollment options
• Supports long-term enrollment flexibility

Too often, enrollment policy and facilities planning are discussed independently. In reality, they are most effective when designed together.

A Campus Rooted in Place

What makes Seagoville PK-8 unique is the way the project leverages its site as an educational asset.

Located on a 100-acre, shared educational campus alongside an existing middle school and high school, the new school sits within one of the last remaining post-oak reserves in the city of Dallas. Rather than treating the natural environment as a constraint, the project team viewed it as an opportunity to enhance learning.

Educational walking trails, outdoor learning environments and ecosystem-based studies transform the site into a teaching tool. Students can engage directly with natural systems, exploring environmental science, ecology and stewardship through hands-on experiences connected to the campus landscape.

The result is a learning environment where education extends beyond the classroom walls and where the site itself becomes part of the curriculum.

The approach reinforces a broader lesson: effective educational planning extends beyond buildings and enrollment counts to include how students experience and engage with their environment.

The Importance of Early Alignment

Projects like Seagoville do not succeed because of a building alone. They succeed because district leadership, planning teams, designers and construction partners align around a shared vision early in the process.

One of the most valuable aspects of this effort is the willingness to evaluate educational goals, operational realities, enrollment strategy and facility planning simultaneously rather than sequentially. Difficult conversations occurred early, when decisions could still meaningfully influence outcomes.

That alignment helped avoid a common challenge in school planning: solving today’s problem in a way that creates tomorrow’s constraint.

Designing Opportunity

The lessons from Seagoville also extend well beyond a single project. As communities continue to grow and educational needs evolve, school leaders will increasingly face questions about capacity, access, equity and long-term adaptability.

The answer may not always be another classroom, addition or boundary adjustment. Sometimes the answer involves building smarter systems.

Seagoville demonstrates that the most effective school investments are not simply measured by square footage or seat counts. They are measured by a district’s ability to create opportunity, adapt to growth and position students for long-term success.

By aligning educational programming, enrollment strategy, campus planning and facility design, Dallas ISD transformed an overcrowding challenge into an opportunity to expand access, strengthen community connections and create a learning environment designed for future generations.

Catherine Dalton, AIA, RID, LEED AP BD+C, is the K-12 Market Leader at KAI Enterprises.

This article was originally published in the .

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