By Josh Curran

As the buses pull away from schools on the final day of school this June, a new race begins. For students, summer is a time for family vacations and sleep-away camps. But, for school leaders, maintenance crews and elected school boards, it is the start of an unforgiving 10-week race. The goal is clear: complete essential renovations and upgrades and have their school building safe and ready to welcome students back in August. In the school construction industry, we call this the “Summer Sprint”. And, it is the ultimate test of a district’s capital improvement strategy.��

During the��hot summer��months, the core challenge for local districts is not just the work itself, but the sheer volume of projects that must be delivered simultaneously. Managing��numerous��small to mid-sized upgrades including everything from HVAC replacements to classroom refreshes very often��stretch��the already limited staff resources to their breaking point.��

Increasingly today, savvy district leaders are solving this challenge by shifting to a new construction contracting playbook: one that emphasizes Qualification-Based Selection (QBS).����For these districts, QBS allows them to choose a trusted partner based on their expertise, capabilities and past performance rather than just the bottom-line low-bid dollars and cents. By prioritizing a contractor’s ability to deliver, districts can mitigate the risks associated with the compressed “Summer Sprint” window, while ensuring they’re keeping an eye on delivering value for taxpayers.��

Methods like Construction Management (CM) and Job Order Contracting (JOC) are both forms of QBS. While they have nuanced differences, both factor a builder’s qualifications into the award process. Whether districts decide to go with Construction Management or JOC, both help district leaders close the staffing and resource “capacity gap” through an on-going, standing partnership that offer a variety of operational benefits:����

• Accelerated Delivery:��With a building partner already in place, the work can start in weeks rather than months, ensuring no time is wasted during the short summer vacation.��

• Transparent Pricing:��Whether using a Construction Manager or a JOC Unit Price Book, these methods provide the fiscal accountability and budget control that school boards��require.��

• Reduced Administrative Burden:��A single procurement process can cover multiple summer projects, cutting down on the staff hours needed to manage the workload.��

• Quality Consistency:��Working with a trusted, experienced team ensures that standards��remain��high even when the schedule is tight.��

• Solves the “No Bidder” Problem:��Small and mid-sized projects (like a single door replacement or emergency repair) often��fail to��attract quality bidders in a traditional cycle. By having an established partner,��you’re��guaranteed to have a high-capacity, pre-qualified builder that is ready to respond to any scope, regardless of size or market conditions.��

• Flexibility and Scalability:��These models are ideal for the small projects that dominate summer renovation��lists�� as��well as larger capital programs phased over multiple summers.��

There are other ‘hidden benefits’ of QBS for school districts, too. Ask any school CFO about their most-recent design-bid-build capital project. They’ll tell you that their biggest frustration throughout the project is change orders. In many cases, low bids often lead to change orders that ultimately and unexpectedly sets up an adversarial relationship between the district and the builder. Because prices are set by the pre-negotiated Unit Price Book, the adversarial nature of traditional bidding is removed with JOC. If the scope changes, the price is simply adjusted using the same trusted catalog.����Similarly, in a Construction Management delivery scenario, the CM performs the sealed public bidding on behalf of the district, providing a granular and transparent accounting of all costs throughout the project. No more “low-ball” bids followed by expensive surprises.

By shifting toward this new qualifications-based��selection, local school leaders can manage their aging buildings and upgrade their facilities more effectively while��remaining��responsible with taxpayer funds. This approach allows districts to stay ahead of facility needs during the “Summer Sprint” without exhausting their internal teams.����

But, most importantly, it ensures that when everyone returns for that first bell in August or September, the school will be safe and ready for the students to learn.

Learn more about strategically tackling Summer Sprint projects at the Aug. 5 Design & Construction Symposium in Denver. Get your tickets today!

Josh��Curran is Vice President and Director of K-12 Construction for Chicago-based national infrastructure builder F.H. Paschen.��

The post Why “The Summer Sprint” Requires a New K-12 School Construction Contracting Playbook�� appeared first on 91��Ƶ.

The post Why “The Summer Sprint” Requires a New K-12 School Construction Contracting Playbook�� appeared first on 91��Ƶ.

HILLSBOROUGH, Calif. — Hillsborough City School District (HCSD) recently celebrated the groundbreaking of a major redevelopment project at Crocker Middle School. Designed by Quattrocchi Kwok Architects (QKA) and being built by Blach Construction (Blach), the new Multipurpose and Administration Buildings will modernize outdated facilities for the campus’s 450 students in grades sixth through eighth. Van Pelt Construction Services (VPCS) serves as program and construction manager.

“We are thrilled to begin construction on these new facilities, a critical investment for our students and staff,” said HCSD Superintendent Ana de Arce. “These modern and adaptable spaces will provide the backbone by which the campus functions, reflecting the district’s dedication to our community’s future. We would like to thank the community for its support of local bond measures that make facilities upgrades a reality, as well as our dedicated project team.”

The new Multipurpose Building (MPR) will replace the school’s existing kitchen, stage, and assembly space. The facility is set to include a raised performance space, a meal servery, and a warming kitchen. A center piece of the project, a retractable back wall will open directly out to the campus’s new expansive outdoor courtyard. This student quad will serve as a flexible gathering space for lunch, performances, school events, and community activities, creating a seamless connection between indoor and outdoor learning and gathering spaces.

“Alongside HCSD, Blach and Van Pelt, we are honored to contribute to this project that will replace some of the school’s more outdated facilities with contemporary, flexible, and cohesive environments,” said Lyanne Schuster, principal and studio lead at QKA. “These new facilities are designed to foster collaboration and gathering, ensuring the long-term success of the Crocker Middle School campus.”

The project also includes a new Administration Building, connected to the MPR by a covered walkway. In addition to administrative offices, a nurse’s station, and a reception area, the building will feature a courtyard and partial roof terrace that expand the campus’s outdoor gathering spaces.

“This project illustrates how building success is driven by strong partnerships between the district, and project and construction management teams,” said Blach Construction Project Director Dean Leyshock. “By prioritizing a safe, streamlined process, we are dedicated to providing high-quality, modern facilities for faculty and students.”

Funded by Local Bond Measure H, construction of the 17,000 square-feet of new facilities is projected to conclude in Winter 2027.

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By Petra Sucher��

For school districts across the country, summer signals the beginning of the busiest season for capital planning and construction. As students leave campus, crews mobilize to complete renovations, infrastructure improvements and new construction projects, many of which are made possible through voter-approved bond referendums. Understanding where districts are in the funding pipeline — and where the next opportunities are emerging — has become increasingly important for architects, engineers, contractors, manufacturers and service providers looking to support K-12 capital programs. By tracking bond activity from the earliest planning stages through election outcomes, SchoolBondFinder provides a real-time view of how districts are prioritizing facility investments and where the market is headed.����

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.��

• Watch List:��Districts may be added to this list following initial activities such as a facilities study, demographic study, capital improvement plans review or a feasibility survey.��
• Proposed List: A bond is moved to this list once a school board officially approves a referendum for a vote. At this point, the vote date, official ballot language, use and amount are finalized.��
• Passed/Failed List:��Updates on school bond referendum votes — both passed��and��failed — are typically available on the platform within 24 to 72 hours of the official results being released.��

Quarter 2 (April 1-June 30):��

For the second quarter,��$22.6 billion in referendums have been approved as of��June 15. There are currently��10��voting opportunities��remaining��through the end of June, with an estimated value of��$632 Million. To date, June elections have passed��25��bonds and��13��have��failed, resulting in a��52%��pass rate. Currently there is��a strong��support and focus on bonds that address physical facility needs and safety upgrades.

One pattern emerging is that school districts are combining physical infrastructure and safety upgrades into single, comprehensive bond packages rather than funding them separately. Approximately 47%��of passed bonds for Q2 focused on��allocated funds for safety and security upgrades. Examples of safety and security enhancements��are��installing secure entrances, security cameras and alarm systems.����

��Top 3 States for Q2 Bond Measures:��

1. Texas: $11 billion across 92 measures��
2. Georgia: $1 billion across 13 measures��
3. Michigan: $1 billion across 33 measures��

The Start of the Fiscal Year

The K-12 education funding cycle begins on July 1 and concludes on June 30 for 46 states. This period serves as “go time” for school districts, as they activate new funding streams, issue bonds and authorize summer capital construction projects. The end of the school year provides an ideal window for infrastructure work, such as roof replacements and HVAC upgrades, to begin.��

The timing is critical because many local school boards submit architectural plans to state education agencies before the July 1 deadline to secure early approval for both plans and funding. To effectively capture capital projects and bond opportunities, education companies must prioritize early engagement with school boards and districts before the new fiscal year begins. It is critical for firms to establish themselves as a trusted, value-add partner and to ensure their offerings align with specific district needs.��

Upcoming Elections and Events

Currently SchoolBondFinder is tracking $50 billion in opportunities for 2026, with many watchlist items with no funds attached yet. August elections are around the corner with 28��bonds on the proposed list. These elections will primarily take place in Oklahoma and Michigan. ��

On Aug. 5, SchoolBondFinder will be in Denver presenting at the 91��Ƶ Design & Construction Symposium. Experts will be talking about 2026 State of School Tax Elections: Outcomes & Outlooks. This informative session will review the current K-12 school referendum landscape in the U.S., including total funding and approved opportunities, trends in capital projects and spending, and forecasts for the rest of 2026 into 2027. Register today.

With nearly $50 billion in tracked opportunities already on the horizon for 2026—and many additional projects still in the planning stages before funding amounts are determined — the K-12 capital market continues to present significant opportunities for industry partners. For firms serving the education sector, success depends not only on monitoring election results but on understanding where districts are in the planning process and engaging well before projects reach the construction phase. As the new fiscal year begins and districts move from planning to procurement, those that establish themselves as trusted resources early will be best positioned to support the next generation of school facilities. SchoolBondFinder will continue to monitor these trends throughout the year, providing timely data and insights into the evolving landscape of school funding, capital investment and construction nationwide.��

The post Exploring the K-12 Bond Market: Quarter 2 Updates and a Preview of the Upcoming Opportunities for 2026 appeared first on 91��Ƶ.

The post Exploring the K-12 Bond Market: Quarter 2 Updates and a Preview of the Upcoming Opportunities for 2026 appeared first on 91��Ƶ.

• Southbury and Middlebury voters backed Region 15’s $95.6 million 2026-27 operating budget at the May 6 referendum, according to posted unofficial results.��
• Voters also approved $224 million in bonding to replace��Gainfield��and Pomperaug elementary schools; the bond question passed overall even though Middlebury voters opposed it locally.��
• District materials say the plan is to build new PK–5 schools on the existing sites, keep students in their current buildings until the replacements are ready, and add dedicated preschool space while upgrading safety,��accessibility��and traffic circulation.��

SOUTHBURY, MIDDLEBURY, Conn. — Voters in Southbury and Middlebury approved Region 15’s $95.6 million operating budget for fiscal 2026-27 and authorized $224 million in school construction bonding to replace the district’s two oldest elementary buildings, according to referendum results released after the May 6 vote.����

The bond would support replacement buildings for��Gainfield��Elementary School and Pomperaug Elementary School, with the district planning to pursue state school construction grants that could significantly reduce the local share of eligible project costs.��

Unofficial results posted by the Town of Southbury show the Region 15 school budget passed 2,679-1,618 overall (Southbury: 2,048-1,059; Middlebury: 631-559). The construction financing question passed 2,474-1,820 overall, with Southbury approving 1,935-1,172 and Middlebury voting against the question 539-648, according to��.��

The Stamford Advocate reported the adopted budget totals $95.6 million, a $4.86 million (5.4%) increase over the current $90.78 million plan. The same report said the $224 million bond package would fund replacement schools on each existing site, with plans calling for larger buildings designed to serve about 550 students per school and include prekindergarten space, according to��.��

District project materials describe��Gainfield’s��original sections as dating to 1941 and Pomperaug opening in 1967, noting both facilities have aging infrastructure and systems nearing the end of their useful life. “many��of our systems and spaces are significantly aged, flawed, functioning unreliably, or��become��obsolete,” according to��.��

Region 15’s facilities materials say new construction — rather than renovation — was selected after feasibility work evaluated both approaches. The FAQ says early estimates compared roughly $80 million for renovation to about $86 million for new construction, but renovation would add significant costs and complications, including temporary swing space estimated at about $12 million and a longer timeline that could increase escalation costs, according to .����

On design and operations, the district says replacement buildings would address code and safety upgrades that older schools are exempt from because of their��age, and��improve circulation and traffic safety. The “Key Project 91��Ƶ” page says the new layouts would funnel visitors from the main entrance to the front office for screening and bring the schools up to current fire and energy codes (including sprinklers and updated HVAC), while expanding parking and dedicated bus lanes, according to��.��

Project scope materials also cite improved traffic circulation at both campuses, including altered traffic patterns and a new access road intended to reduce congestion near Main Street and Poverty Road in Southbury. Region 15 further says the proposal is designed to keep schools��operating��throughout construction by allowing the district to occupy the existing buildings until the new schools are complete and ready for occupancy, according to��.��

Programming elements highlighted by the district include adding dedicated preschool classrooms and replacing makeshift instructional spaces (such as interventions held in closets or hallways) with purpose-built rooms and small-group areas, according to��.��

In its March 30 Board of Education newsletter, Region 15 said it sought voter approval in May to��submit��a school construction grant application by the state’s June 30 deadline. The newsletter also estimated total construction costs at about $224 million and��anticipated��roughly 64.2%��reimbursement of eligible costs under current assumptions, with a projected $80 million to $90 million local borrowing need, according to��.��

Before the May 6 vote, Region 15 said the Connecticut General Assembly approved a space waiver intended to support the district’s eligibility for its expected reimbursement rate while allowing some flexibility in shared spaces. “This legislation allows us to thoughtfully plan school spaces that meet student needs while also providing areas that can serve the wider community,” according to��.��

As the district moves toward a state funding application, Superintendent Joshua Smith described near-term steps, including governance and procurement work. “We will also begin the work of identifying building committees, grant application approvals and releasing a request for project proposals that will select an architectural firm for the design phase of the project,” according to��.��

The Stamford Advocate reported Smith hopes construction will begin in 2028 and that the new schools could be completed by 2030, subject to��state��grant approvals and other preconstruction steps, according to��.��

This article is based on reporting originally published by the Stamford Advocate, official materials posted by the Town of Southbury and Pomperaug Regional School District 15, and Region 15’s facilities project website in 2026. ()��

The post Connecticut Community Approves $95.6 Million Budget, $224 Million Bond for Two New Elementary Schools appeared first on 91��Ƶ.

The post Connecticut Community Approves $95.6 Million Budget, $224 Million Bond for Two New Elementary Schools 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.��

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By��Alexandra��Korestski��IIDA, NCIDQ,��and��William Wong,��AIA,��LEED AP��

How can school construction project teams tap into student creativity��and��make��their��project itself��a once-in-a-lifetime learning experience? In an East Coast STEAM school expansion build-out, school leaders and contractors, along with architects and interior designers from��Spacesmith, put the entire high school body in the driver’s seat to design their future.��

As designer and architect for this endeavor, the team learned to advocate for high school students in a new way. The process offers “a roadmap for student advocacy and championing schools by letting students be an integrated part of their facility planning and design,”��according to the local AIA chapter.��Designed��like��a STEAM workplace, the result — the����in the Brooklyn Navy Yard,��a New York City Public School��— is a “school built��with��students,��for��students,”��and a replicable process for high schools around the country.��

The roadmap for advancing student outcomes is anchored in the integration of curricular goals and enrichment planning with the design and construction of the school itself.��In this��case, the��school leaders envisioned their��STEAM Center to��resemble��a workplace,��an environment for��students��to��be treated as young professionals and��for them to��learn��skills and��hands-on trades that��are��applicable��to��real-world��occupations and industries.��Highlighting��and��elevating��all the inner workings that��comprise��the built environment, the project team could enrich a varied group of STEAM education subjects.��

Almost doubling its footprint on the full third floor of��the Brooklyn Navy Yard’s��Building 77,��the project creates��27,000 square feet��of bright and comfortable classrooms, shops, lounge areas, and administrative zones. The entire space is��customized for academic success��in the school’s three departments — Building Trade Systems, Computer Technology Systems, and Engineering — and eight curricular��pathways including carpentry,��cybersecurity��and manufacturing.����

Guided by the school’s distinctive, career-oriented curriculum, the project team and Brooklyn STEAM Center��sought��to engage students as emerging professionals. In��close collaboration with school leadership,��Spacesmith��helped shape the process around three key strategies that support student engagement through an interactive, hands-on approach:��

1. Student��pre-design input.��The design team spent a day at the STEAM center��observing��the general operations, student��arrival��and��departure schedules as the Senior and Junior classes changeover from morning to afternoon, revisiting each area at multiple points throughout the day to see how each space is used.����
2. Design��input.��The design team led two design charettes with students��representing��each of the pathways, which was the main driver in the design for the common space.����
3. Construction��input.��During the construction phase, the design team and general contractor hosted monthly tours for the Construction Technology��student groups.����

Through a collaborative design process with both students and staff at the Brooklyn STEAM Center, the��school’s��layout moves beyond the pure efficiency of a typical classroom model to create a vibrant, flexible environment. Biophilic elements and movable furniture support a range of uses, allowing spaces to shift with daily needs. Curved lighting reinforces this sense of fluidity—evoking waves and water in response to the Brooklyn Navy Yard setting—while introducing��a natural��softness and enabling flexible furniture arrangements without reliance on fixed point lighting.��

Student input played��a central role��in shaping quieter, less stimulating areas for focus and privacy. In response, the design incorporates two smaller-scale lounge areas, or “Focus Nooks,” that provide retreat while��maintaining��appropriate staff��visibility.��

Glazed classroom entrances enhance transparency and connection, with color film patterns derived from the STEAM Center’s identity of abstracted tool forms. These openings draw daylight deeper into��the space��and offer glimpses into each classroom’s unique character and activity.��

In contrast to Building 77’s industrial palette, the design��layers in��warmth and vibrancy through acoustic panels, lounge furniture, and other student-driven elements. A pegboard installation above the pantry cabinets maps Brooklyn and partner school locations, serving as an evolving, participatory feature. Its kit-of-parts—simple shelves and interchangeable components—allows students to adapt and contribute over time, creating a living installation where each class can leave its mark.��

To address noise during class transitions—a key concern raised by both educators and students—acoustic treatments are carefully integrated across floors, walls, and ceilings, supporting a more focused and comfortable learning environment.��

Materials throughout are school-grade and selected for durability, health, and minimal environmental impact, while also introducing a palette of organic, natural elements. Together with a range of varied, neuro-inclusive settings, the design supports the diverse ways students learn today. Each classroom is equipped with modular, highly flexible furnishings, allowing both students and instructors to adapt their environment to different teaching styles and modes of engagement.����

In these ways and more, the expanded Brooklyn STEAM Center reflects the vision and ambition of its students. It serves not only as a place of learning, but as an inspiring launchpad for future educational pathways and professional lives.������

Alexandra Koretski, IIDA, NCIDQ, is a senior associate at Spacesmith. William Wong, AIA, LEED AP,��joined Spacesmith as an architect and project manager.

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

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By Evelyn Long

In modern school design, the most critical spaces for student development may not be classrooms — they may be the areas in between. Third spaces like commons, libraries and even hallways represent an untapped frontier for fostering the youth’s social and mental well-being. They’re crucial for community health, but they are steadily declining. This presents a unique opportunity for educational facilities. ��

The Disappearing Third Space and Its Toll on Student Wellness��

Third spaces��, unlike the first and second spaces — the home and work or school. However, third spaces like malls, local parks and other����after the COVID-19 pandemic and rise of digital platforms and online communities. This reduces the number of venues and opportunities for low-stakes social interactions that children and young adults especially need.������

“We need intimate, close relationships,” Japonica Brown-Saracino, a sociology professor at Boston University, said. “But casual relationships serve a purpose as well, and many of those can be cultivated in a third place.”����

Around����between the ages of 13 and 29 report feeling lonely. Teenagers have the highest rates, and those experiencing this isolation are 22% more likely to earn lower grades. These statistics are alarming, as loneliness can����and diminish life expectancy.����

Within academic institutions, third spaces are where students choose to be, without a formal agenda. Students����these places when��they’re��at school. For example, many Gen Z students prefer to spend time in settings with third-space qualities when��they’re��not in class. The challenge for designers is how to bring those qualities inside school walls.����

From Concept to Construction — How to Build a Third Space��

While the sociological need for third spaces is compelling, the “how” is where design and construction experts can translate an abstract concept into a functional reality. Here are design strategies and ideas that can transform underutilized areas into vibrant hubs for student life.����

Implement Flexible and Biophilic Design��

Modern third spaces must serve multiple purposes and ideally connect students to nature. Consider these ideas:������

• Use modular seating, movable��partitions��and varied furniture to create distinct zones for quiet study, social��interaction��and collaborative work within a single��open area.����

• Go beyond potted plants by incorporating living walls, wood-paneled��accents��and large windows to maximize natural light.����

• Choose carpets,��textiles��or acoustic panels that feature patterns inspired by nature to create a subtle connection to the natural world.����

Adopt a “Resimercial” Approach to Materials and Comfort��

Blending the comfort of home with the durability of commercial environments is possible with��particular strategies:����

• Use durable but comfortable materials like cleanable fabrics, warm-toned��flooring��and area rugs to dampen sound and define spaces.����

• Install a long, recessed electric fireplace in communal spaces to create a powerful sense of warmth and gathering.����

• Designate��wall spaces for framing systems that display rotating student artwork to highlight the school’s community.����

Ensure Accessibility and Code Compliance��

Compliance with codes and regulations, from��, is also nonnegotiable. Professionals must go beyond meeting the��minimum��requirements of the Americans with Disabilities Act to ensure accessibility:������

• Create clear, intuitive pathways free of obstacles, with good lighting and clear wayfinding signage to��assist��neurodiverse students or those with low vision.����

• Provide a variety of seating options, including chairs with and without armrests and couches at different heights.����

• Design for various sensory needs, which may include using acoustic paneling to dampen noise in “quiet zones” and providing areas with lower levels of stimulation.����

Leverage Smart Technology for Efficient Environments��

Smart technology will be part of an estimated����by 2028. This widespread adoption means that many students and their parents increasingly see responsive features as a standard.����

• Implement a zoned, smart HVAC system to keep different zones within a third space cool or heated simultaneously based on occupancy and need.����

• Install motorized shades that are programmed to automatically lower during peak sun hours to reduce solar heat gain.����

• Ensure the smart features are well-integrated to reduce energy consumption����and gain significant savings.����

Provide Pervasive and Accessible Technology��

Beyond smart automation, third spaces must always provide the fundamental technological infrastructure students need.��

• Integrate power outlets and USB charging ports directly into couches, tables,��benches��and other furniture.����

• Ensure the third space has a blanket��coverage��wireless network with sufficient density of wireless access points to handle hundreds of simultaneous connections without lag or dead zones.����

• Create dedicated huddle stations for small group work, equipped with a monitor with screen-sharing capabilities and mobile whiteboards that can be moved to��different locations��as needed.����

The Future of School as a Community Anchor��

Third spaces are a proven sociological concept that provides the informal, voluntary social connection that today’s adolescents are actively seeking. The goal is to intentionally design these spaces into the school environment, rather than leaving them to chance. Combine flexible, human-centered architectural planning and strategically integrate smart technology. Aim to become builders of the infrastructure that supports a healthier and more connected generation.����

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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What You Need to Know��

• Elwyn held a groundbreaking Feb. 6 for a new school on its Media, Pa., campus as part of its master campus plan.��

• The facility is expected to be completed in August 2027, with plans to welcome students in fall 2027.��

• Elwyn said the school will support two curriculum tracks, including programming for students with complex behavioral needs and for students working toward greater independence.��

• Elwyn has��allocated��$45 million for construction and design, with financing provided by KeyBank.��

Learn More��

MEDIA, Pa. —��Elwyn, a nonprofit human services organization, has launched construction on a new school intended to reshape the organization’s educational and therapeutic space for children with disabilities.��

The organization marked the start of work Feb. 6 with a ceremonial groundbreaking attended by elected officials, community partners,��staff��and students.��

The project��marks a milestone in��Elwyn’s��master campus plan, with the organization approaching its 175th anniversary next year.��

“As we look ahead to our 175th anniversary, it’s thrilling to break ground on the New Elwyn School,” said Charles S. McLister, Elwyn president and CEO, according to��. “This project will set an example of what the future of education can look like for children and adults with autism and intellectual and developmental disabilities.”��

, a full-service architecture, planning, and interior design firm, is pleased to announce the groundbreaking of the new��, a $45 million, 80,000-square-foot PreK–12 facility��located��at the heart of Elwyn’s 260-acre historic campus in Media, Pennsylvania. The new school is the first phase of Elwyn’s $100 million redevelopment plans for the campus.��

Designed in collaboration with Elwyn and an integrated design-build team, the new school will serve 260 students across two curriculum tracks: those with complex needs requiring intensive clinical support with onsite residential care and those building toward greater independence.����

“This project is about more than designing a school building; it’s about reimagining what a learning environment can do for students who have traditionally been underserved by conventional design,” said��Mayva��Donnon, AIA, NCARB, LEED AP, Partner at KSS Architects. “Every design decision is rooted in how��the space��will support students’ growth and independence. KSS is honored to partner with Elwyn by designing a campus that will champion inclusion and innovation for future generations.”����

The building is organized into learning neighborhoods that scale the environment to the individual student experience, offering calming, supportive spaces with direct views of nature using materials drawn from the character of Elwyn’s historic rural campus. A universal design framework rooted in neurodiversity informs every aspect of the plan, from intuitive wayfinding and biophilic design features to restorative spaces and integrated assistive technology. This approach fosters independence, wellness, and a genuine connection to place.��

Sensory rooms, decompression areas, and life skills kitchens complement classrooms and therapy spaces. Specialty program spaces, including music, art, a career discovery lab, and a gymnasium, support holistic student development. The result is a school that is both clinically informed and design-forward: a place where every detail, from the layout of a classroom to the materials on the walls, is grounded in how the space will help students feel, function, and thrive.��

Elwyn has��allocated��$45 million for the new school’s construction and design, with KeyBank providing financing. Elwyn also��identified��Haverford Development Partners as development and construction partner, with Haverford and North Star Construction slated to build the school.��The building is��anticipated��to be completed in August 2027, with plans to welcome students in fall 2027.��

This article is based on reporting originally published by Elwyn on Feb. 6, 2026.��

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The post Elwyn Breaks Ground on $45 Million School for Students with Disabilities appeared first on 91��Ƶ.

What You Need to Know��

• Maine’s Governor’s Commission on School Construction is urging changes to how projects are planned, prioritized and funded, citing rising costs and a growing backlog.��

• The commission estimates the state may need��roughly��$11 billion��over 20 years��to repair or replace aging school buildings; Maine has��nearly��600��public schools��with an average building age of��54 years.����

• Recommendations include addressing deferred maintenance earlier, using prototype designs, building a statewide facilities master plan and reducing red tape that can extend project timelines.����

• The report also recommends creating a quasi-independent��Intergovernmental Office of School Infrastructure��and calls for a short-term working group to draft legislation and��implementation��details.����

Learn More��

AUGUSTA, Maine — Maine’s Governor’s Commission on School Construction is calling for a broad overhaul of the state’s school construction pipeline, arguing that the current approach cannot keep pace with aging buildings, rising costs and long waitlists for state support.����

The commission’s final report lays out a long-term roadmap for planning,��funding��and delivering capital projects statewide — while local districts such as RSU 23 in Old Orchard Beach point to immediate building-system and accessibility issues as they wait for upgrades.����

According to reporting by WGME/CBS13’s I-Team and a follow-up summary by Construction Owners Club, the commission estimates Maine could need��roughly��$11 billion��over the next 20 years to repair or replace hundreds of aging school buildings. The sources note Maine has��nearly 600��public schools and an average building age of 54 years.����

The impact is visible in districts already queued for state��assistance. RSU 23 is seeking to replace Loranger Memorial School, described as a 90-year-old facility whose infrastructure and learning spaces no longer meet modern expectations. The district is currently at the front of the line for state funding, but Loranger’s placement on the priority list underscores how demand is outpacing available bond capacity.����

Commission Chair Valerie Landry said the scale of need requires a shift in strategy, with the report organizing its recommendations around four goals: reducing construction costs, maximizing existing resources, diversifying and increasing funding, and using data more strategically.����

The commission recommends addressing deferred maintenance earlier to avoid costlier replacements later, encouraging school consolidation where it makes sense, developing prototype or model school designs to reduce upfront design costs, and creating a statewide facilities master plan to guide long-term investment.����

Process reform is also a central theme. The report calls for reducing the layers of requirements districts must navigate after a project is approved—such as permitting, engineering studies, design��requirements��and acquisitions—because those steps can stretch schedules for years and delay when students and staff see a new or renovated building.����

Even if the state streamlines the process, the commission cautions that financing��remains��the key constraint. The report discusses options such as raising the bond cap, capturing unused debt-service capacity for maintenance projects, exploring dedicated revenue��streams��and examining public-private partnership models used in other states.����

One of the commission’s most significant recommendations is creating a small, quasi-independent Intergovernmental Office of School Infrastructure to coordinate planning, data��analysis��and funding strategies across state and local government. The commission notes��establishing��the office would require legislative approval and��urges��state leaders to form a short-term working group to draft legislation and��implementation��details.����

This article is based on reporting originally published by WGME/CBS13 I-Team on Feb. 26, 2026, and a related summary published by Construction Owners Club on March 2, 2026.��

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