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.����

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By Evelyn Long��

Modern educational institutions require engaging digital learning tools to meet the growing needs of students. However,��there’s��also the challenge of combating screen fatigue — a common occurrence in the age of electronic devices. Integrating interactive, projection-based surfaces offers a smart solution that promotes digital learning while reducing the risk of technology overload.����

The Rising Cases of Screen Fatigue��

Gadgets are indispensable in a modern student’s life. The increasing dependency on electronics is leading to��high levels��of screen time, with teenagers����than those aged 12-14 to spend four hours or more on devices daily. This phenomenon can cause computer vision syndrome or screen fatigue, which��, blurred eyesight, trouble keeping eyes open and headaches.��

Aside from smartphones, computers and TVs, traditional screen-based technologies, such as tablets and smartboards, can contribute to this issue.��

How to Transform Surfaces into Interactive Learning Devices��

The prevalence of screen fatigue��necessitates��the development of more advanced technologies, such as interactive walls and floor-based activities. Here’s how designers and engineers can collaborate to build a space that fosters sustained student engagement and well-being.����

Use Softer, Ambient Color Schemes��

Studies have shown that text colors and ambient light conditions can����and impair cognitive performance. Calming colors, such as muted greens, blues or light grays, are excellent choices for interactive surfaces. This approach can help reduce overstimulation from bright hues.����

Warm tones like yellow and orange must be used sparingly for interactive elements that need to stand out. A touch of red is enough to draw attention to a specific area or button, while yellow can be used to evoke excitement among students.��

Prioritize Projection Over Direct Screens��

Projectors offer more flexibility than direct screens, providing more visibility in large spaces. When the whole class can see it, they are more likely to engage in lessons, making it easier to learn and collaborate in rooms of��various sizes.����

Some projectors��, which��contains��blue light wavelengths. Institutions and experts recommend using orange text on a black background, rather than the standard black text on white, to help boost viewing clarity.��

Select the Right Surface Material��

Professionals should opt for durable, nonreflective and light-colored matte finishes for floors and walls to ensure the projected image is clear and to prevent distracting reflections.��

For instance,��Viherlaakso��School in Finland introduced��iWall��— an exercise gaming solution����experience. It��utilizes��smart floors that are nonreflective, nonglossy, and free of any dark or busy patterns that could interfere with projection and motion tracking.��

Conduct a Thorough Site Assessment��

A thorough site evaluation is essential for renovating existing spaces. This is especially important in older school buildings because hazardous materials may be present. For instance, asbestos��, which is why the demolition or renovation of an asbestos-containing structure must follow the National Emission Standards for Hazardous Air Pollutants.����

Project leaders����to prevent exposure to hazardous materials during installation. They must also confirm if the rooms have adequate ventilation to dissipate the heat generated by projectors, sound��systems��and other electronic devices.��

Ensure Inclusive Access��

Interactive walls and floors encourage physical movement. A study suggests that whole-body play activities can����and reduce negative behaviors. Research author and University of Delaware professor Anjana Bhat stresses the importance of gross-motor activities.

“Such regular physical activity has the potential to improve their child’s attentional focus, executive functioning, socialization, and would give them a sense of belonging/achievement, when done solo at home or in a small group format in the community,” she says.��

Designers and engineers must develop the system to be usable by students with physical and cognitive disabilities. This includes ensuring gesture controls that are not overly dependent on precise fine-motor skills.��

Learn more about the benefits of interactive technology in schools in the��November/December Technology issue of 91��Ƶ.��

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 Evelyn Long

Maintaining healthy sleep-wake cycles helps kids stay alert, recall information and feel eager to learn. The associated behavioral benefits linked to a good night’s rest can support children in having productive relationships with their teachers and demonstrating the motivation to excel during tests and projects.

Professionals overseeing school designs should understand the connections between the body’s circadian rhythms — which regulate daily sleepiness and wakefulness — and learners’ outcomes.

The Impact of Circadian Rhythms on Learning Potential

Over the past 25 years, hundreds of schools in the United States have established later start times to align with sleep-wake cycles. Administrators did so after a growing body of research showed students whose school days match their circadian rhythms are more likely to feel energized and pay attention in classes, mutually benefiting themselves and teachers.

Kyla Wahlstrom is an educational policy researcher at the University of Minnesota who has studied the effects of school day timing since the 1990s. “Adolescent health is start times. This isn’t a silver bullet to improve test scores. It’s a public health policy,” Wahlstrom said.

A 2025 study supported Wahlstrom’s assertion by revealing that adolescents perform better on cognitive tasks when they sleep longer. Although the investigation did not find a direct link with school achievements, the most each night did best on tests examining vocabulary, problem-solving skills, reading and focus.

Subjects in that group got an average of seven hours and 25 minutes of sleep per night and tended to go to bed and fall asleep earlier than their counterparts. In contrast, people in the two segments that scored lower slept up to 15 minutes less than the top performers. The result suggests even modest shifts supporting students’ ideal circadian rhythm cycles could facilitate learning readiness.

Additionally, a 2023 study of Australian students at a facility with 250 day attendees and 59 boarding school residents found those in the latter group , likely due to a structured routine that restricts nighttime technology use. This outcome emphasizes the need for adult involvement in developing appropriate sleep-wake cycles.

Blackout curtains can due to light sensitivity, while a familiar bedtime routine establishes consistency.

Applying Strategic Design Choices in Schools

School design and construction professionals can promote healthy sleep-wake cycles through strategic decisions.

Increasing Natural Light

Many classrooms only have artificial lighting. However, designing them to boost natural light through features such as floor-to-ceiling windows facilitates the sleep-wake cycle.

Mohamed Boubekri is an architecture professor at the University of Illinois at Urbana-Champaign who focuses on buildings’ impact on human health. “My studies, as well as many others, have shown that we could be losing of sleep per night because of not having natural light in our workplaces or our classrooms,” Boubekri explains.

In a study of Egyptian classrooms, researchers to investigate the impact on daylight illuminance and its effects on occupants. Those changes improved light distribution, minimized glare, and enhanced illumination in previously dark areas during critical working hours. The results showed the enhancements achieved effective circadian exposure levels for students, supporting their learning performance and health goals.

Designing Spaces for Intended Purposes

Those creating learning environments should consider how people use the room and shape their decisions accordingly. A naptime area for a preschool might feature smart lights that gradually dim to encourage kids to slumber and a soft color palette to promote relaxation.

Alternatively, bright hues , making them ideal for playgrounds and classrooms. Stylistic decisions can naturally signal when people should calm down or become more focused, depending on what particular parts of their school days require.

Installing Human-Centric Lighting

Human-centric lighting gradually shifts the illumination intensity and temperature, personalizing it to the time of day. This approach is ideal in buildings lacking abundant natural light.

A systematic academic literature review of the subject indicated it aligns with circadian rhythms. Applying it can and help them sleep better at night. Additionally, light levels tailored to activities can increase performance and comfort.

Reducing Blue Light Exposure

Fluorescent and incandescent bulbs emit highly concentrated blue light wavelengths in the 400-450 nanometer range, as does the sun. However, humans’ exposure to this type of visible light is higher than ever due to their use of screen-based electronics, which are also characterized by high amounts.

Christopher S. Colwell, a neuroscientist and professor in the Department of Psychiatry and Biobehavioral Sciences at the University of California, Los Angeles, explains why frequent screen use can disrupt sleep. Colwell mentions how light detectors in human retinas influence the hypothalamus, a part of the brain that controls hormones. “Their only job is to it’s day or night,” he says. “And it turns out this system is most sensitive to blue/green wavelengths.”

Screens placed around schools to announce upcoming trips, deadlines and lunch menus give a high-tech look and eliminate disposable signs. However, they increase overall blue light exposure, making it harder for students to wind down at night. Designing screen-free environments supports sleep quality, helping learners wake up more refreshed.

Supplementing Design Decisions with Behavior Changes

School designs are essential, but the overall effects become more noticeable when educators suggest that parents and guardians make changes at home to support circadian rhythms. Similarly, construction officials engaging with families at meetings about upcoming projects should position this information as helpful to everyone, increasing adults’ willingness to alter schedules and behaviors and set good examples.

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 Shelby Hinchliff

In Fort Collins, Colo., what was once a dated 1980s office park is now a thriving junior high school campus: Liberty Common School. This ambitious adaptive reuse project exemplifies the opportunities of adaptive reuse and shines a light on how we can reimagine spaces to evolve as the community needs them to.

Designed with flexibility, efficiency and student well-being at the forefront, phase one of the new campus officially opened for the 2025-2026 school year. The full school will be completed in time for the 2026-2027 school year.

For Liberty Common, a charter-public school focused on a classical, core knowledge-based curriculum, the project offered an opportunity to give junior high students a space uniquely tailored to their needs without the cost or timeline of new construction. The facility’s location further bolsters the school’s historic role closing achievement gaps for its district’s low-income and minority students, for which Liberty Common School has achieved national recognition.

“We needed a space that would not limit our growth. Having a regulation sized gym, consolidated classroom spaces and a space to support performances and presentations elevates the experience of our students,” said Kathleen Kearney, Liberty Common Junior High School principal and project manager. “Transforming an outdated office building into a fully functional school campus takes a great deal of planning and coordination, but we are so proud of the final product. It was a rewarding experience to revitalize a space in Fort Collins rather than let it go to waste.”

Reimagining space through adaptive reuse

Originally built as part of a suburban office park, the site presented clear challenges and unique potential. With flat, ribbon-windowed architecture typical of its era, the buildings were far from school-ready. But by reconfiguring the interiors, adding a connective structure between them, and completely reworking the site layout, the design team created a secure, efficient and inspiring learning environment.

The two existing buildings will house classrooms and administrative areas. A new addition, referred to as the “loggia” in a nod to Roman architectural tradition — will connect the structures and includes a regulation-sized gymnasium, multi-use cafeteria and a space to host concerts, musical-theater practice and presentations.

Parking areas will be replaced with green space, providing outdoor learning and recreation areas while supporting critical stormwater rerouting infrastructure.

Fast-tracked timeline and phased construction

Charter school construction typically requires 14-15 months for permitting, design and buildout. But strategic overlap in the design and construction process, along with a highly collaborative approach, allowed the team to deliver the project’s first phase in just 10 months, from design start to occupancy.

Phased approaches are beneficial to many different spaces, but especially critical for schools. In order to prevent any academic disruptions, Neenan and Liberty Common completed phase one, 19,000 square-feet of academic classrooms and administrative areas, in time for the 2025 school year. Phase two will include a second building, loggia, gymnasium, support spaces, specialty classrooms and site work.

With critical areas of the school fully operational, Neenan is working in lockstep with the school to coordinate daily activities. This high caliber of collaboration is needed to ensure student safety in the areas adjacent to an active construction site.

Navigating complexity with collaboration

Converting the office park into a school wasn’t just a matter of design. It also required navigating multiple layers of local and state approval. The teams worked with the City of Fort Collins to remove a public street between the two buildings, reroute stormwater systems and reconfigure vehicle access and parking.

The project remained on schedule thanks to close coordination among Neenan, the school, the city and the owner’s representative, Jeff Jensen.

“Because we’ve worked with Liberty for years, we were able to help them quickly weigh their options, support the financing package and push through approvals efficiently,” said Bill Pigg, president of Neenan Archistruction. “This project is a perfect example of how design-build can accelerate delivery without sacrificing quality.”

Planning with purpose

Prior to selecting the site, Liberty Common considered multiple options, including a ground-up build and adaptive reuse of other properties.

Site selection is a critical component of setting up an adaptive reuse project for success. It is necessary to conduct a comprehensive evaluation. Ultimately, Liberty Common selected this site based on proximity to existing campuses, cost efficiency and design flexibility. Neenan supported the funding agreement by helping the school develop its financing package and understand the full lifecycle value of the adaptive reuse model.

Liberty Common School was an opportunity to translate the school’s classical academic philosophy into its physical environment. Architects worked to incorporate traditional design references while optimizing the functionality of a modern school. Classrooms were built with adaptability in mind, supporting future growth.

A model for charter school innovation

The Liberty Common Junior High stands as a proof-of-concept for adaptive reuse in K-12 education. This is especially impressive within the charter sector, where limited budgets and tight timelines are common.

By leveraging Neenan’s integrated design-build model, strong municipal relationships and deep understanding of charter regulations, Liberty Common gained a cost-effective, future-ready campus in record time.

Shelby Hinchliff is a Principal Architect at Neenan Archistruction.

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By Lindsey Coulter

AURORA, Colo. — Aurora Public Schools has officially broken ground on a new P-8 school in the Horizon Uptown community, marking one of the first major projects funded by the district’s historic $1 billion bond program.

Parents, students, staff and community members gathered to celebrate the start of construction on the 124,000-square-foot building, which will replace the current Clyde Miller P-8. The original school opened in 1981 as an elementary school and later transitioned to a P-8, but district officials said the building lacks the instructional spaces and amenities of a modern facility and is in need of significant repairs.

Karla Gonzalez-Morales, whose children will attend the new school, addressed the crowd during the ribbon cutting, sharing her excitement about the future.

“When a community comes together like this, it sends a powerful message to our children that their education is a priority worth celebrating,” Gonzalez-Morales said.

The new school will serve both Clyde Miller families and students in the growing Horizon Uptown neighborhood. The three-story design by local architecture firm Anderson Mason Dale includes abundant windows for natural light, exploratory labs on each floor, and dedicated art and music rooms for vocal and instrumental programs. A full-size gym and expanded athletics offerings will also be available for middle school students.

APS Superintendent Michael Giles, Jr. praised the collaboration between architects, construction management teams and developers.

Before the ceremony concluded, attendees were invited to sign a structural beam with names, handprints and messages. The beam will be temporarily displayed at Clyde Miller P-8 before being installed in the new building, which is scheduled to open in August 2026.

The P-8 school is one of many projects supported by Aurora voters’ approval of the 2024 bond and accompanying $30 million annual capital mill levy. The $1 billion bond — the largest in Colorado history — funds new construction, renovations and technology upgrades across the district.

Every project falls under one of four community-driven themes: enhanced health, safety and security; equitable future planning; innovative learning opportunities; and state-of-the-art technology.

In addition to the Horizon Uptown P-8, the bond will finance construction of a new Health Science High School, a new building for Laredo Elementary School, and two other new P-8 schools. Major renovations are also planned for Gateway High School, Pickens Technical College and Aurora West College Preparatory Academy. Career and technical education spaces at the high school level and learning and support spaces districtwide will also be upgraded.

District leaders said the projects aim to improve both student learning environments and staff working conditions while preparing schools for future growth.

“As we look ahead, these investments are about more than just buildings,” Giles said. “They’re about ensuring our students have the opportunities, spaces and resources to thrive.”

Aurora Public Schools expects the Horizon Uptown P-8 to welcome its first students at the start of the 2026-27 school year.

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A cost-benefit analysis examines a tiered approach to energy investments that can save schools significant money on annual operating expenses��

By Kate Mraw��

The realities of funding school construction make it difficult for districts to weigh the short- and long-term benefits of moving their campuses to cleaner, healthier, more energy-efficient environments. Are energy-efficient strategies cost-prohibitive? The Sustainability & Applied Research team at LPA Design Studios recently worked with in-house designers and engineers, and partner Joeris General Contractors, to explore the cost-benefit analysis of energy-efficient schools.����

For our case study, we chose a recently completed elementary school in Dallas, Texas — where increasingly severe weather and problems with the electrical grid have upset the status quo of cheap energy and light regulation. As school districts in every state struggle to stretch budgets amid historic political and economic uncertainty, the team looked for opportunities to save money through sustainable design.������

Our goal was to understand what it would take to achieve energy independence. We want to be able to have a smart, informed conversation with our clients about up-front costs, return-on-investment and potential savings in annual operational costs.��

Starting with a data-rich digital model of the school, the team studied three tiers of additional energy-efficiency investment and their associated costs and energy savings. Tier 1 studied only passive strategies—design elements like demand-control ventilation and increased roof insulation that reduce energy use with little to no added cost. Tier 2 looked at alternative HVAC systems — options for a variable refrigerant flow (VRF) system and heat pumps — to eliminate natural gas. The third-and-final tier provided multiple options for reaching net-zero energy use by adding on-site energy generation infrastructure.��

The study shows just how much energy performance can be gained for free, simply with smart, passive design strategies; investing in modern, marginally more expensive HVAC tech; how quickly a net-zero energy school might pay for itself and start producing free energy.����

The Results��

The results illustrate the significant operational savings available from creating more-energy-efficient buildings. Starting with a passive-only approach, the estimated annual energy cost was $65,000. The optimized HVAC system cut that number by 40% at the up-front cost of $250,000.����

Going a step further, adding PV on the roof would cost an additional $570,000 but would reduce the energy costs to less than $10,000 a year, an 85% savings. To eliminate the electricity bills altogether, the school would need a total cost premium investment of around $1 million. Each of these scenarios would result in a simple payback of 14 to 16 years — potentially much less if energy prices increase, as expected.����

The numbers reveal a variety of ways to address energy efficiency, from reevaluating so-called ‘best practices’ to full energy independence. What’s clear is that a high-performing school building is not one-size-fits-all. The point is to give school districts what they need to make informed decisions with their budgets. The return might take 15 years, but over a life span of 50 to100 years, it adds up to a lot of free energy.����

Beyond operational savings, the analysis didn’t include the intangible benefits found in energy-independent facilities. Energy strategies can play an important role in developing more resilient campuses, able to function no matter what happens to the grid. Texas energy and electricity customers experience the third-highest rate of power outages in the country, with almost 20 hours of outages in 2021, according to the most recent US Energy Information Administration data.����

More sustainable schools are also, by nature, healthier schools. Campuses with natural daylight, reduced energy demand and no fossil fuel combustion save energy and promote a district’s well-being goals. They also serve as teaching tools, putting engineering and conservation on display on a daily basis.��

The data reinforces the importance of including sustainability in the initial planning process, when energy efficiency can be integrated into the design process and tied to the district’s larger goals. In a recent $370 million bond measure, Alamo Heights ISD included funds for “efficiency and sustainability,” earmarking dollars to address more-efficient energy-saving systems.��

By taking a tiered approach to the initial analysis, districts can find a comfort level that fits their budget and the priorities of their community. Districts can test the waters, see the savings and incorporate more strategies into future projects.��

While on first review, the systems may seem cost prohibitive, the real-world data illustrates an attractive return on investment. Buildings are a one-time expense that, if designed right, create value that can pay off for decades. For cash-poor districts overwhelmed by the maintenance and operation of obsolete, energy-hungry schools, capital improvement dollars provide a unique opportunity to get ahead. The way is clear: prioritizing energy efficiency spending at the right time frees up money later for the education and program expenses that make a real difference for students.������

Kate Mraw is the director of K-12 at LPA Design Studios, founder of the firm’s Sustainability & Applied Research team and co-author of “Creating the Regenerative School” (ORO Editions, 2024).��

Read more great stories in the July/August edition of 91��Ƶ.��

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By Erin McDannald

Generation Z—those born roughly between 1996 and 2010—came of age in an entirely digital world, which has had profound implications for the role of technology in their classrooms. Their teachers embraced the same devices that Millennials went to detention for using, creating lesson plans that utilized the tools Gen-Z students are most familiar with. Expectations for tech-enabled education have driven similar changes at the university level. As Generation Alpha follows quickly behind them, those expectations are increasing exponentially.

Gen Alpha’s unprecedented access to information online and climbing standards for connectivity have transformed the demands for modern-day education spaces. The “smart campus” is emerging as a model for leveraging the power and ubiquity of technology to improve the student experience, enhance the quality of education, and increase operational and administrative efficiency. By equipping education environments with smart facilities management systems and harnessing the potential of artificial intelligence (AI) integration, the future of learning is here.

AI in the Classroom

The smart campus is adaptive by design, equipped to support different learning styles and instruction methodologies simultaneously. A powerful, reliable, and secure data infrastructure forms the campus’ backbone, allowing each student, teacher, and classroom to seamlessly connect to interactive educational software, digital textbooks and online testing platforms. AI works in the background to adapt material to match the pace and preference of each student at scale, creating a more inclusive and tailored classroom experience. Teachers can leverage this data to identify key knowledge gaps and structure dedicated lessons for sustained classwide success.

A healthy, underlying environment is essential to this ecosystem. Studies have shown that , can all impact cognitive performance. Clean air is also critical for supporting developing and vulnerable immune systems. Sensors—which can range in size from that of a penny to a small, household thermostat—monitor classroom conditions and send signals to the larger campus MEP control system when values fall outside optimal levels.

Group-based activities and classwide discussions can increase the concentration of carbon dioxide (CO2) in the air, which should remain below 1,000 parts per million (ppm) according to the American Society of Heating, Refrigeration and Air Conditioning Engineers (). have measured as high as 4,000 ppm in classrooms around the world—making this technology even more critical for maintaining a non-toxic learning environment. Simultaneously, ongoing exposure to bright-white screens and overhead lighting can lead to eye strain and fatigue.

Automation tools trigger real-time adjustments to ensure that the classroom is continuously fine-tuned to student and teacher wellbeing and focus. Further, these metrics can be fed to wall-mounted dashboards, allowing students, teachers and even parents to see the system at work.

In addition to supporting academic performance, AI enables the campus system to learn from classroom data—such as when students change classes or when they’re out at recess—to optimize how energy is produced, used, and stored to support sustainability and efficiency while reducing costs. By reading changes in sensor data, the system determines where power can be saved based on real-time occupancy to strike a balance between comfort and efficiency.

At the higher education level, the energy savings can be even greater, because classroom use is often less predictable than a K-12 bell schedule. By removing the guesswork of aggregated modeling and leveraging machine learning to automate best practices, administrators can recapture the funds once spent on unnecessary resource usage and redirect those savings into other campus programs.

Beyond the Classroom

Smart technology infrastructure and seamless connectivity are equally important outside the classroom to extend the benefits of automated facilities management tools for greater campus safety and efficiency.

Security is paramount in both K-12 and higher education environments, and an AI-supported detection and response program can be a critical differentiating factor in emergencies. Smart cameras can analyze and flag behaviors that may indicate potential risk—such as someone lingering in an unusual area or wielding a weapon—prompting security personnel in real-time to assess the situation. Sensors can be used to detect sounds like gunshots or breaking glass anywhere on campus, alerting teachers and administrators as well as older students via text message to avoid the area until it’s been investigated. AI can also automate these systems to dial 9-1-1 and dispatch nearby officers to campus for back-up.

When integrated with university campus maps and smartphone apps, traffic management technology can also make it easier for new students to navigate to class and find available parking.

Erin McDannald is the chief executive officer of and its sister companies and , has been a dynamic force in lighting design and construction for over two decades, championing growth, innovation, and enhancement of the human experience at every step.

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By Lindsey Coulter��

Clayton County Public Schools will unveil a first-of-its-kind educational facility for Pre-K students at the start of the 2025-2026 school year. Designed by the nation’s largest K-12 architecture firm,��, the��Riverdale��Early Learning Center (Riverdale ELC) introduces new opportunities for young learners in the Atlanta metro area.������

Tailored to early learners,��Riverdale��ELC is designed to provide students with a safe and secure space that is accessible and functional, while also remaining playful. Offering��outdoor learning opportunities, the campus will include an accessible playground, amphitheater and four classroom clusters—each focused on a different geographical region in Georgia.��In addition to a media center, STEM lab and rooms dedicated to art, music and play, Riverdale ELC will even offer wraparound services for community members such as vision and dental care, employment services and social services. This inclusive approach meant the PBK design team needed to carefully balance safety and security for students and educators without compromising a playful and nurturing environment.��

“We were approached by Clayton County Public Schools to help get their enrollment rates back up,” said Bayleigh Kempainen, AIA, managing principal of PBK’s Sugar Hill, Ga. “The district lost a lot of students during COVID, and they found that a lot of their students weren’t graduating.”��

As research shows that early exposure to fun and engaging learning environments increases the odds that students will successfully matriculate from high school, Kempainen explained, the purpose of the early Learning Center was multi layered. The project aims to meet the county’s pre-kindergarten education needs while reengaging students that had fallen off the radar and increasing their long-term educational success. The 24-classroom facility will serve an estimated 500 students; however, the project won’t just focus on young learners

“It’s more than just a Pre-K center,” Kempainen said. “It also includes wrap-around community services.”��

These services include a daycare center, health clinic, counseling services, observation rooms that allow parents to watch their children engage in play therapy sessions and more. However, with the additional focus on community engagement and creating a true community resource, safety and security for students specifically was key.

The PBK design team took a multi-pronged approach to security, creatively working safety considerations into the structure without making the campus feel like a fortress. This included an awareness of sightlines into learning areas, integrating security technology and durable door hardware, and building discrete layers of security around students, starting at the classroom level and moving outward to the six-classroom pod level. The team considered how individual pods could be locked down to prevent access, if necessary, but maintained a sense of the pods as being a sort of welcoming home base for students. ��

“[Safety] was one of the top priorities, but we also balanced it with our interiors, creating engaging spaces where students can use their imaginations, get outside and have fun at school,” Kempainen said. “We were very careful not to allow any access to the Pre-K center from inside the building. From the outside, it all looks like one campus, but on the inside there’s no path from one [area] to the other.”��

Additionally, the building’s angles create interior playgrounds, which further helps to control access, and most windows are positioned to look into the interior play spaces rather than to the building’s exterior. These spaces are also directly viewable from the principal’s office and teacher work rooms for added monitoring.��

According to Kempainen, many of these safety and security tactics are client driven. ��

“Our responsibility as designers is to bring up the latest and greatest and trends that we see. That might be security detectors or double doors. We recommend these things��but ultimately, [the client is] going to tell us what sort of technologies they’d like us to use. I feel like as we progress in the safety and security world, it is all becoming more technologically advanced.”��

Learn more about the project in the , which focuses on more safety and security topics and trends.��

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By��Lindsey Coulter

Building a new school is often a momentous occasion for a community, offering an opportunity to impact generations of students. Such was the case for Groton, Mass., which celebrated the grand opening of the new 110,000-square-foot Florence Roche Elementary School (FRES) in March. The project supports an innovative approach to learning but also reflects and welcomes the entire Groton community.

FRES, designed by Studio G Architects of Boston, is one of a growing number of schools developed in accordance with Universal Design for Learning (UDL) tenets. The student-centered methodology prioritizes flexible learning environments that offer students multiple ways to engage with their course material and demonstrate their learning, while offering teachers flexibility in how they introduce information and shape lessons. This progressive approach is best delivered in dynamic spaces that offer students and educators room to think big, explore new learning materials and get a little messy.

Community-Minded Design

Bringing UDL to students and teachers at Florence Roche Elementary was one of multiple goals for the project. In addition to better accommodating students’ learning styles, school leaders also wanted to address the previous building’s shortcomings. For example, the old school lacked air conditioning and storage space, the gymnasium was undersized and there was no dedicated 1:1 breakout space for students in need of extra support. Most significantly, however, the building was not big enough to serve the community’s growing student population, forcing the district to send more than 100 students to a neighboring elementary school.

In contrast, the new FRES, which was supported by the Massachusetts School Building Authority, is designed to serve 645 K-4 students. More than just a building, the environment fosters modern, flexible, and inclusive learning while serving as a microcosm of the larger Groton community: A tight-knit town that is proud of its walkable city center and is surrounded by miles of trails and lush woodlands. That sense of civic cohesion and organization provided design inspiration for FRES as well.

��“Every time we design a building, we want it to have a story and organizing principles that help guide the decisions,” said Marylee Mercy, AIA, NCARB, ALEP, project architect at Studio G Architects. “As we got to know the district leaders, we learned that the way the town of Groton is arranged is very meaningful to them.”

As such, the Studio G team organized FRES to include its own “Town Center,” which includes the gymnasium, cafeteria and media center. Playing on the idea of trails, the team integrated pathways off of the central core leading students to areas dedicated to their specific grade levels. The pathways feature graphic abstractions of trees and leaves as well as color-coded trailhead markers and bark-like graphic textures as a nod to the school’s woodsy surroundings. The floor patterns use color to create stepping stones, which increase movement as students hop from square to square. These touches also give each space a sense of meaning within the larger school environment and community environment.

Right School, Right Scale

Studio G worked collaboratively with the Town of Groton, the Groton-Dunstable Regional��School��District, project manager Leftfield Project Management (led by David Saindon, project executive) and construction manager Gilbane (led by Mike O’Brien, senior vice president and business unit leader for Gilbane in Massachusetts) to deliver the complex project.

While it was clear that the school needed more space, school officials were cautious about overbuilding.

“We had to make this large school feel smaller, and the grade-level neighborhoods really accomplished that,” said Meryl Nistler, AIA, LEED AP, WELL AP, NCARB, senior project manager at Studio G. “Students are seeing the same teachers and fellow students every single day, and they’re moving through the building as a group.”

The site, an existing��campus that also includes two middle schools and a community youth center, also informed the design. As FRES specifically serves younger learners, the new building was purposely set back from the street for increased safety, allowing space for the Studio G team to develop a welcoming front plaza flanked by dedicated bus and drop-off lanes.

Incorporating Universal Design for Learning

Studio G was also careful to balance that sense of community with a design that truly supports UDL methodology, which centers on��how learning materials are presented, how students choose to learn, and how they choose to represent their learning.

In seeking a designer for the project, FRES officials, including UDL pioneer Katie Novak, who at the time served as assistant superintendent, specifically sought firms with the ability to incorporate UDL tenets, ensuring that the physical space would meet the diverse needs of all learners and educators. The Studio G Architects team was eager for the creative challenge, watching Novak’s TED Talks, reading her research and diving deep into the methodology to deliver the best possible design solution.

“UDL is much more student focused,” Nistler explained. “For example, if the lesson is on the life cycle of a plant, the teacher might show videos, assign readings or lead small-group work. Then the students might choose to watch the video and then draw a picture of the plant or model it with clay. They have all learned the same material, but they can represent their learning in all these different ways. By being able to see each other’s work, it puts learning on display.”

To support this innovative approach, classrooms feature sinks and open shelves at child height, so teachers can put materials directly within reach of the students. Dedicated project areas that are available to all grade levels open to the main corridor, offering even more space��and flexibility for class projects, messy science experiments or small-group breakout instruction. The first-floor project areas also have direct access to the outdoor learning area.

“Universal design really applies to any grade level, from preschool through higher education, but the younger a child is, the more they learn by experiencing the world, hands-on activities, playing and getting messy,” Mercy said.

Learn more about the design team’s neighborhood approach to spatial organization and how the design welcomes and reflects the Groton community in the .

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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