School or Prison: Why do they often look the same?
The Case for Beautiful, Functional Spaces
When you think about the role architecture plays in our daily lives, you might immediately think of famous buildings, iconic landmarks, or innovative designs. But what about the places where we spend the majority of our time? For most students, nearly one-third of their day is spent school. And yet, when I recently drove by what I initially thought was a prison—gray bricks, tiny slit windows, high walls—I was shocked to realize it was, in fact, a school (this coming from someone who has worked in schools for nearly 20-years).
How did we get to the point where prisons and schools are nearly indistinguishable? Is it possible that the very design of our schools could be stifling creativity, learning, and the well-being of our students? It’s time to ask: Can we make schools inspiring again, architecturally speaking?
The Power of Architectural Design on Learning: Architectural design is not just about aesthetics. Research has shown that the design of a learning space can influence everything from student behavior to academic achievement. Schools aren’t just places for academic instruction; they are environments where ideas are born, creativity thrives, and futures are shaped. This is why architectural design matters.
Studies have found that school environments impact students' engagement and achievement. A study published in The Journal of Educational Psychology demonstrated that a positive physical environment, one that is bright, open, and well-designed, can lead to higher levels of student engagement, satisfaction, and academic performance (Joubert, 2017). In contrast, dull, uninspiring environments—like the gray, fortress-like school I drove past—are more likely to create a sense of apathy and disengagement (Barrett et al., 2013).
Architecture and Creativity: Creativity is essential for students’ development, and the environment plays a huge role in fostering or inhibiting it. Research from the University of Salford in the UK revealed that physical environments directly affect student creativity. The study found that students who learned in more aesthetically pleasing, well-lit spaces with stimulating colors, natural light, and flexible seating arrangements showed higher levels of creativity and innovation (Barrett et al., 2013). On the other hand, restrictive, monotonous spaces with little natural light or variation hindered students' ability to think creatively and express themselves.
The study highlights how spatial features like color, light, and layout can boost cognitive functioning, problem-solving abilities, and creative thinking. When students are given access to environments that offer variety and visual interest, their brains are better able to think outside the box and engage with the subject matter at a deeper level (Brewster & Matus, 2017).
Designing for Neurodivergent Students: Architecture plays an even more pivotal role when it comes to supporting neurodivergent students. Neurodiversity—whether we’re talking about students with autism, ADHD, dyslexia, or other learning differences—demands that we rethink the traditional design of school spaces. Many students thrive when provided with environments that cater to their unique needs.
For example, students with ADHD often perform better in spaces that are well-organized, free of distractions, and have designated quiet areas. A study from the University of California, Berkeley found that creating spaces with minimal distractions and flexible layouts helped neurodivergent students improve focus and productivity (Swinson & O'Donnell, 2017).
Meanwhile, students on the autism spectrum often benefit from classrooms that offer a sense of predictability, control over sensory input, and spaces for movement. Flexible seating, calming colors, and sensory-friendly materials may go a long way in helping neurodivergent students engage (Castellanos & Proal, 2012).
From Prison to Playground: Why Schools Need to Change: We need to move away from sterile, prison-like buildings and design schools that inspire creativity, collaboration, and learning. When a student walks into a school with large windows that let in natural light, bright colors that evoke positive emotions, and open spaces that encourage movement and interaction, it sends a message: this is a place where learning is dynamic and exciting. In contrast, a dark, oppressive building with high walls and tiny windows creates the opposite environment—one of restriction, confinement, and disengagement.
This shift isn’t just about aesthetics; it’s about creating environments where students feel inspired and motivated. Schools should be places that spark creativity, not stifle it. Spaces that nurture both the mind and the spirit.
The design of our schools plays a far greater role in student success than we often realize. Architecture influences not just the aesthetics of a space, but the atmosphere that shapes learning, creativity, and well-being. Moving away from uninspiring, prison-like designs and embracing spaces that foster imagination, collaboration, and inclusivity is essential. Schools should reflect the aspirations we have for our students, offering environments where they can feel motivated, engaged, and inspired. When we design schools with the same care and intention we would any creative space, we are not only crafting a building but nurturing a future generation ready to dream big and realize their potential.
References
Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2013). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, 59, 678-689.
Brewster, C., & Matus, L. (2017). Classroom design: A key element in developing an inclusive learning environment. Educational Leadership Review.
Castellanos, F. X., & Proal, E. (2012). The neurobiology of attention-deficit/hyperactivity disorder. Trends in Neurosciences, 35(8), 425-434.
Joubert, M. (2017). The impact of school design on learning outcomes: An overview of research and best practice. The Journal of Educational Psychology.
Swinson, D., & O'Donnell, H. (2017). Neurodivergent students and their educational environments: The effect of classroom design on students with ADHD and Autism. University of California, Berkeley.
