Architectural and environmental psychology for school environments : the educators’ perspective

Abstract

The research explores the psychological value that the physical structure of primary school years’ facilities can impart and its consequential effects on the child’s experience and development. The research provides an overview for research in the field of environmental and architectural psychology for school environments. The aim is to analyse and understand the possible positive and negative influence that the environment has on the daily lives of children in school contexts. The discussion is divided into several main themes, ranging from the spatial organization of the school, to the environmental characteristics of internal and external spaces, together with the description of good practices implemented in school contexts in different settings. The practical implications of research in this area can bring about real improvements in school contexts in order to satisfy the real needs of users in terms of performance, satisfaction and well-being. The scientific discipline of reference is the psychological one, focusing in particular into its branch of environmental psychology, dedicated to the study of the relations between the person and the environment; and with particular attention to architectural psychology, which specifically deals with the interactions and interplay between spaces and their users. It is crucial to bring about the synergy between both the approach of environmental psychology (focused on aspects of psychology and of children behaviour) and, on the other hand, that of a positive psychology, intended to identify and develop conditions and factors towards the promotion of the people’s well-being. Based on an analysis of eight primary schools in Gozo designed by one of the pioneers of modernist architecture Joseph George Huntingford, this research analyses the perspective of the educators concerning the physical environment and facilities of their teaching space. This is done by investigating key parameters subsequently identified as being fundamental to the effective design in primary schools environments, analysing two factors: ‘comfortable’ and well-functioning space’. In conclusion it is suggested that the way forward is through the holistic integration of multidisciplinary research that can better inform the architect’s brief in the design of educational facilities.