An emerging framework for school design based on children's voices

Research output: Contribution to journalArticlepeer-review

Abstract

This paper explores the views and expectations of children regarding their school environments and has constructed a framework for the school design process based on children’s information and reflections. The research objectives required analyzing secondary data, as well as qualitative and quantitative empirical studies—each one leading to the next. The issues raised by children about school design emerged through an analysis of three previous studies in the UK. The empirical study involved 260 children (11-12 years old) in two secondary schools in England. The findings highlight the importance children attribute to various issues. The overall findings have been developed as a school design framework to guide the design and decision-making processes of architects and designers.
Original languageEnglish
Pages (from-to)125-144
Number of pages20
JournalChildren, Youth and Environments
Volume22
Issue number1
DOIs
Publication statusPublished - 1 May 2012

Keywords

  • school design
  • children's voice

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