Abstract:
Inclusion is not easy to define, but it is sometimes easy for students to describe. In this project students were invited to share what they could be, do and feel when they are thriving (or not thriving) when engaging with choices available to them in vertical schools. Franz’s (2019) salutogenic spatial concepts enabled data gathered from thirteen adults (designers and educational leaders) and 204 year eight students across three vertical schools using multiple participatory data techniques to be analysed.
Vertical schools necessitate additional approaches to facilitate inclusion (Willis et al, 2024). Their density, flexibility and visibility amplify the experience of living in close community and require students to be actively managing their wellbeing. These effects were moderated by spaces associated with meaningfulness like acoustic comfort, nature, views and comfortable seating. Hidden stories from students highlighted how various spatial elements interacted together and how spaces served multiple needs. For example, toilets served as socialising, retreat and functional spaces. Student stories also focussed on the in-between spaces of stairs, lockers, balconies and toilets, more than the classrooms. When spatial design and pedagogic opportunities create a sense of coherence (Franz 2019) through being manageable, meaningful, and comprehensible, thriving in inclusive ways can be better facilitated.
Franz, J. (2019a). Towards a spatiality of wellbeing. In Hughes, Franz & Willis. School spaces for student wellbeing and learning: Insights from research and practice. Springer.
Willis, J., Gillett-Swan, J., Franz, J. et al. (2024) Thriving in vertical schools: aspirations for inclusion and capability from a salutogenic design perspective. Learning Environment Research.
Vertical schools necessitate additional approaches to facilitate inclusion (Willis et al, 2024). Their density, flexibility and visibility amplify the experience of living in close community and require students to be actively managing their wellbeing. These effects were moderated by spaces associated with meaningfulness like acoustic comfort, nature, views and comfortable seating. Hidden stories from students highlighted how various spatial elements interacted together and how spaces served multiple needs. For example, toilets served as socialising, retreat and functional spaces. Student stories also focussed on the in-between spaces of stairs, lockers, balconies and toilets, more than the classrooms. When spatial design and pedagogic opportunities create a sense of coherence (Franz 2019) through being manageable, meaningful, and comprehensible, thriving in inclusive ways can be better facilitated.
Franz, J. (2019a). Towards a spatiality of wellbeing. In Hughes, Franz & Willis. School spaces for student wellbeing and learning: Insights from research and practice. Springer.
Willis, J., Gillett-Swan, J., Franz, J. et al. (2024) Thriving in vertical schools: aspirations for inclusion and capability from a salutogenic design perspective. Learning Environment Research.