Enhancing School Environments: A Student-focused Human-centred Toolkit for Pre and Post Occupancy Evaluation of Mainstream and SEND Schools

Abstract

Involving students in the design and evaluation process of their school environment is of critical importance to improving their experience and learning outcomes. Employing a human-centred lens as part of the Cardiff Child Friendly Cities Initiative; a UNICEF-led initiative that supports municipal governments in realising the rights of children at the local level, this study aims to understand how design modifications influence functionality, inclusivity, and overall well-being in educational settings. As part of this study, a bespoke survey toolkit for pre and post occupancy evaluation (POE) in Mainstream and Special Educational Needs and Disabilities (SEND) schools was developed using the AtkinsRéalis Human-centred Design Framework (HCD) . The HCD framework includes nine parameters: light, air quality, temperature, sound, movement, ownership, connection, flexibility and interaction. Tailored language and pictorial elements were utilised to accommodate the diverse needs and abilities of students across primary, secondary, and special education. Through collaboration with four mainstream and three SEND schools, pre-occupancy evaluation surveys highlight crucial insights into the requirements of both staff and students. Using a mixed method approach, which included the analysis of quantitative and qualitative survey data, the study provides actionable insights and recommendations, nurturing environments conducive to the diverse needs of students and educators alike. Central to this inquiry is the iterative process of design, championing user experiences and fostering equitable access to enriching educational spaces. Subsequently, the forthcoming post-occupancy phase, which will take place 18 months post-construction of the new schools, will measure the efficacy of design interventions informed by pre-occupancy findings.