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Biophilic School Design for Health and Wellbeing

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A special issue of Architecture (ISSN 2673-8945).

Deadline for manuscript submissions: closed (30 April 2024) | Viewed by 25960

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Special Issue Editors

Dr. Rokhshid Ghaziani

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Guest Editor

School of Architecture, University of Portsmouth, Portsmouth PO1 2UP, UK
Interests: biophilic design; school design; co-design with children and youth

Dr. Kenn Fisher

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Guest Editor

Faculty of Architecture, Building and Planning, University of Melbourne, Parkville, VIC 3052, Australia
Interests: school, vocational education, and university campus and learning environments planning and design; evidence based design; biophilic architecture and urbanism in learning spaces

Special Issue Information

Dear Colleague,

The COVID-19 pandemic has been a loud wake-up call for education (Nair, 2020). Research suggests that schools could become better learning environment for health and wellbeing through biophilic design, which has become more important during the pandemic and for the post-pandemic environment. Within an educational setting, nature provides a calm and safe context for learning by improving learners’ attention, reducing stress, and increasing curiosity. In addition, experiences with nature seem to promote children’s development as persons and as environmental stewards (Kue et al., 2019). Existing frameworks for biophilic design (Kellert, 2018; Terrapin, 2014) support the implementation on nature design in architecture. However, the focus has been primarily on adult spaces, missing the opportunity for sustainable impact on the wellbeing of generations by omitting schools as a crucial context of implementation. Therefore, the design of school classrooms and school grounds needs to be re-imagined to consider school users’ health and wellbeing.

The aim of this Special Issue is to unlock the complexity of the cross-disciplinarity of biophilic school design through the views of the invited authors. It explores a long-term biophilic design approach for post-pandemic schools that promote health and wellbeing of their users--children, young people and adults.

The discussions in this Special Issue will focus on (but are not limited to) the following thematic areas:

-Bio-urbanism;

-Therapeutic gardens;

-The relationship between the natural environment and health and wellbeing;

-Enhancing the health and wellbeing of students and staff through biophilic design;

-Unpacking the global green star credit rating systems;

-The power of urban forests in schools;

-Increasing biodiversity through biophilic design;

-Biophilic architecture and interiors;

-Carbon neutral schools through biophilic design;

-Improving learning outcomes through biophilic design;

-Showcasing new and emerging evidence of the benefits of the biophilic design of schools.

Kellert, S. Nature by Design: The Practice of Biophilic Design; Yale University Press: New Haven, CT, USA, 2018.

Kue, M.; Barnes, M.; Jordan, C. Do Experiences with Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship. Front. Psychol. 2019, 10, 305.

Nair, P. Transforming School Design In A Post-coronavirus World, 2020. Available online: https://prakashnair.com/transforming-school-design-in-a-post-coronavirus-world/ (accessed on7 August 2023).

Terrapin Bright Green. 14 PATTERNS OF BIOPHILIC DESIGN IMPROVING HEALTH & WELL-BEING IN THE BUILT ENVIRONMENT. Available online: https://www.terrapinbrightgreen.com/wp-content/uploads/2014/09/14-Patterns-of-Biophilic-Design-Terrapin-2014p.pdf (accessed on 7 August 2023).

Dr. Rokhshid Ghaziani
Dr. Kenn Fisher
Guest Editors

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Keywords

biophilic school design
school design in connection to nature
biophilic learning environment
biophilic classroom
design for health and wellbeing
evidence-based design

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Published Papers (9 papers)

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Research

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21 pages, 21560 KiB

Open AccessArticle

Promoting Mental Health Through Campus Landscape Design: Insights from New Zealand Universities

by Yuqing He, Jacky Bowring and Gillian Lawson

Architecture 2025, 5(1), 16; https://doi.org/10.3390/architecture5010016 - 19 Feb 2025

Viewed by 627

Abstract

Mental health challenges among university students and staff are a pressing concern globally and in Aotearoa, New Zealand. Despite adopting frameworks like the Okanagan Charter to promote health and well-being, there is a lack of empirical research on how campus landscapes contribute to mental health promotion. This is a preliminary study based on a Ph.D. research project aiming to investigate the role of campus landscapes in supporting relaxation and internal recovery through everyday activities. We conducted a comparative multi-case study involving 66 participants from the University of Auckland, Lincoln University, and the University of Otago, exploring how they use and prefer campus landscapes for relaxation. Our findings indicate that ‘enjoying nature’ is the most preferred relaxation activity, with participants engaging both actively and passively with various spaces such as gardens, open lawns, and forested areas. Additionally, in campus settings, the proximity of relaxation spaces appears to be more important than design quality because of the limited time during working hours, which points to the importance of thoughtful campus planning. This study also found that university staff are often overlooked in discussions about healthy universities, despite their significant role in the campus setting. Overall, this study highlights the importance of biophilic design principles in creating health-promoting campus environments and offers initial insights for integrating natural elements into campus planning to enhance mental health and well-being. Full article

(This article belongs to the Special Issue Biophilic School Design for Health and Wellbeing)

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24 pages, 24508 KiB

Open AccessArticle

Biophilia and Adolescents’ Sense of Place in Australian Vertical Schools

by Tim Baber and Benjamin Cleveland

Architecture 2024, 4(3), 668-691; https://doi.org/10.3390/architecture4030035 - 2 Sep 2024

Viewed by 2028

Abstract

This article describes the place relationships adolescents have with natural elements in recently developed ‘vertical schools’ in Australia: a relatively new school typology in the country, generally considered to be over four storeys high. Vertical schools are being built in Australia’s largest cities in response to the need for new schools where land is scarce. Drawing on qualitative research into the place relationships that adolescents have with their learning environments in two Australian vertical schools, this article explores the ways young people seek closer associations with nature in multi-storey educational settings. The research adopted a phenomenological approach to ‘place research’, asking what makes a place a place? Further, it recognised that places have the capacity to shape the ‘becoming’ of a person, that ‘becoming’ happens when there is a certain resonance between a place’s cycles, and that identity is created out of difference. As such, ‘place as complex adaptive assemblage theory’ was employed to study the interplay between location and experience in selected vertical schools, also drawing on the earlier theoretical work of Relph (1976), who suggested that the essence of a place lies in the unselfconscious intentionality that defines places as profound centres of human existence. Photovoice was employed as a method to elicit insights into the relationships adolescents have with their school as place. Students created photo essays to document their place relationships, revealing deeply insightful personal reflections on their school as place and the meanings they associate with it. Specifically, the article reports on what thirteen adolescent students communicated about the biophilic experiences afforded by their vertical school, including how it influenced their ‘becoming’. The findings demonstrated that the participating students not only valued relationships with natural elements, but actively sought biophilic experiences on a regular basis. The desire for more frequent and more significant interactions with natural materials and cycles was common across most students, indicating that the relatively limited biophilic experiences available to students in vertical schools is a challenge that should be addressed in future multi-level educational environments. Full article

(This article belongs to the Special Issue Biophilic School Design for Health and Wellbeing)

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26 pages, 24494 KiB

Open AccessArticle

Ascending to Well-Being through Mediated Spaces: An Alternative to Informal Learning and Physical Activity Environments in Vertical Schools

by Elia Ebrahimi Salari and Nigel Westbrook

Architecture 2024, 4(3), 613-638; https://doi.org/10.3390/architecture4030032 - 16 Aug 2024

Viewed by 2060

Abstract

The correlation between health and well-being, outdoor activity, and the natural environment in learning environments has been recognised by pioneers like Samuel Wilderspin and modern theorists like Maria Montessori, who have underscored the importance of integrating nature into school designs to foster connections between students, teachers, and the community, thereby promoting physical, social, and mental well-being. However, for schools in hot–humid climatic regions in densely populated cities of Southeast Asia, reduced time spent in nature due to adverse climatic conditions has led to an increasingly inactive lifestyle, impacting children’s health and well-being. Overpopulation in major cities, such as those in Southeast Asia, further exacerbates this challenge, leading to a scarcity of land and the rise of high-rise buildings, including vertical schools. This article explores the evolving learning environment for children, emphasising the critical correlation between well-being, nature, and school settings. It evaluates case studies of best practices in learning environment design, focusing on how architecture can support pedagogical goals. The analysis identifies spaces that affect well-being, termed mediated spaces, and recommends guidelines for such spaces tailored to vertical schools in hot–humid climates. The methodology includes a literature review of learning theories, the integration of learning environments with nature, and biophilic design. This review forms the basis for developing adaptable design guidelines tailored to hot–humid climates. Additionally, case study analyses of exemplary schools are conducted to identify mediated spaces that enhance well-being and adapt these findings to vertical school designs. Full article

(This article belongs to the Special Issue Biophilic School Design for Health and Wellbeing)

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19 pages, 6716 KiB

Open AccessArticle

Designing Thriving School Ecosystems: The Synergy of Biophilic Design, Wellbeing Science, and Systems Science

by Fiona Gray and Andrea Downie

Architecture 2024, 4(3), 594-612; https://doi.org/10.3390/architecture4030031 - 16 Aug 2024

Cited by 1 | Viewed by 4907

Abstract

This article presents a novel approach that integrates biophilic design, wellbeing science, and systems science into a holistic strategy designated as the Biophilic Wellbeing Systems Approach (BWSA). This transdisciplinary approach aims to enhance student wellbeing in educational settings by fostering a deep connection with nature, supported by positive psychology and systems thinking. The research explores how these combined disciplines can shape educational environments that improve learning outcomes and promote human thriving. The study advocates for a transformative redesign of school environments, emphasising the interdependence of individual and planetary health, drawing on Indigenous wisdom and contemporary scientific knowledge. This foundational strategy holds significant potential to fundamentally change how schools are designed and operated. By fostering environments that deeply integrate wellbeing principles, this approach not only influences the physical buildings but also extends to the entire school ecosystem. It works synergistically to promote educational excellence and holistic wellbeing, ensuring that all elements of the school environment contribute to the overall development and health of students and staff. Full article

(This article belongs to the Special Issue Biophilic School Design for Health and Wellbeing)

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14 pages, 4744 KiB

Open AccessArticle

Outcomes of Biophilic Design for Schools

by William Browning and Jim Determan

Architecture 2024, 4(3), 479-492; https://doi.org/10.3390/architecture4030026 - 15 Jul 2024

Cited by 2 | Viewed by 4382

Abstract

Biophilia is the theory that humans are innately connected to nature. As a basis for forming built space, biophilic design has been proven to reduce stress, improve cognition and enhance mood—it makes us happier. In the last 20 years, research in learning spaces has shown an association between biophilic design and student mood, calmness and improved standardized test scores. In 2019, a group of architects, scientists and educators led an experiment involving 6th-grade Math students at the Green Street Academy, which found that student stress was significantly reduced and learning significantly improved in a classroom enriched with biophilic strategies. The architects applied these strategies to the design of Bethel Hanberry Elementary School, and after a year of occupancy, an independent assessment found positive perceptions of the biophilic design, fewer behavior referrals, better teacher retention, lower absenteeism and improved test scores. In both a controlled research experiment and real-world application, the design of learning space, using biophilic strategies, has a significant impact. Full article

(This article belongs to the Special Issue Biophilic School Design for Health and Wellbeing)

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22 pages, 2264 KiB

Open AccessArticle

The Biophilic School: A Critical Synthesis of Evidence-Based Systematic Literature Reviews

by Kenneth Fisher

Architecture 2024, 4(3), 457-478; https://doi.org/10.3390/architecture4030025 - 12 Jul 2024

Viewed by 3444

Abstract

Biophilic design emphasises human connections to nature to enhance health and well-being. In health and medical environments, the biophilic design hypothesis suggests improved healing and health outcomes when patients have a connection to nature. Emerging evidence indicates that if teachers and students experience a greater sense of health and well-being in the campus environment, they are likely to have better teaching and learning outcomes. To understand this at a deep level, a critical synthesis and analysis of some fifty systematic reviews outlines the significant emerging body of evidence in support of this approach. Systematic reviews are a fundamental basis for new research to be framed in the context of existing research findings within the evidence-based research methodology. Key outcomes of this critical synthesis review are that there is compelling evidence of some 70 health and well-being factors being improved though biophilic design. Also, organising an agreed taxonomy of biophilic design and health and well-being elements at a granular level would assist in simplifying and compiling the evidence of the benefits of such an approach to inform school funding, planning, design and operations authorities. Full article

(This article belongs to the Special Issue Biophilic School Design for Health and Wellbeing)

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12 pages, 27713 KiB

Open AccessArticle

A Toolkit of Biophilic Interventions for Existing Schools to Enhance Student and Faculty Health and Performance

by Kari Leif and Vivian Loftness

Architecture 2024, 4(2), 445-456; https://doi.org/10.3390/architecture4020024 - 20 Jun 2024

Cited by 2 | Viewed by 2202

Abstract

School learning environments play a crucial role in both student and faculty outcomes; however, the limited funding allocated to public school facilities can result in poor environmental conditions which can hinder occupant health and performance. Existing school facilities must then explore affordable retrofit strategies that can effectively improve health and performance outcomes. The emerging field of biophilic design offers significant potential for improving existing school environments with benefits for both the students and faculty. Through case study research, this study proposes a toolkit of 42 biophilic retrofits for existing K-12 schools in a set of stakeholder cards that illustrate precedents, known impacts, and their relevance to high-performance schools. Additionally, a stakeholder card sorting study was conducted to establish the perceived viability and impact of each strategy. The findings reveal that biophilic retrofit design strategies are perceived by school community stakeholders to be impactful with varying levels of affordability. These findings further demonstrate that a toolkit of biophilic interventions for K-12 schools will offer invaluable insights to improve student and faculty conditions. Full article

(This article belongs to the Special Issue Biophilic School Design for Health and Wellbeing)

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23 pages, 2380 KiB

Open AccessArticle

Teacher and Parent Perception of Biophilic Conditions in Primary-School Environments and Their Impact on Children’s Wellbeing

by Bethania Lanzaro and Marcella Ucci

Architecture 2024, 4(2), 367-389; https://doi.org/10.3390/architecture4020021 - 3 Jun 2024

Cited by 2 | Viewed by 1888

Abstract

The term “biophilia” refers to the intrinsic affinity that humans have towards nature, natural elements and natural processes. Biophilic design theories suggest that the introduction or representation of natural characteristics or elements into the built environment can help enhance people’s health and wellbeing. Primary school buildings are important environments where children spend considerable time. However, there is limited evidence on the impact of their biophilic features on the children themselves and on perceptions of important facilitators of children’s wellbeing, such as teachers and parents. This research aims to investigate whether teachers and parents perceive children to have a preference or desire for specific biophilic characteristics in their school’s physical environment; and whether teachers perceive some biophilic characteristics as having an effect on children’s performance and behaviour. A framework for evaluating biophilic characteristics in primary schools was developed. Two case study primary schools in London and Bath (England, UK) were audited against this framework, and teachers and parents were surveyed. The results suggest that children do have a preference towards the specific biophilic features studied, which is stronger and more demanding when the exposure is higher. For some aspects, teachers’ perception of benefits is also susceptible to the quality of the environment itself. Full article

(This article belongs to the Special Issue Biophilic School Design for Health and Wellbeing)

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15 pages, 11898 KiB

Open AccessReview

The ‘Nature’ of Vertical School Design—An Evolving Concept

by Alan J. Duffy

Architecture 2024, 4(3), 730-744; https://doi.org/10.3390/architecture4030038 - 12 Sep 2024

Viewed by 2141

Abstract

Successful urban school design includes green space to counterpoint the built form in cities, where parks and reserves are well frequented. Further integration of landscape and buildings is an aspect of urban development that could improve how architecture is experienced by the wider community. Above all, evidence shows that it enhances the health and wellbeing of inhabitants. By providing green space in buildings, nature can be accessed more directly by its occupants and allow connection with nature to occur more easily. Integrating nature with architecture can improve a building’s self-regulation, energy consumption, and overall performance. Architecture that integrates nature can have a distinctive appearance and character. The co-existence of bricks and mortar with plants and vegetation is one example of integration, whereas the use of natural materials such as timber as part of the building fabric can create distinctive architecture. It is this individuality that can provide a sense of identity to local communities. Access to the outdoors in urban settings is a critical requirement for successful urban school design. This paper focuses on the architectural practise of designing biophilic schools and illustrates how optimising playground opportunities can provide the highly sought-after connection between architecture and nature. Connecting classrooms and pedagogy to the outside environment during the design phases of projects can create unique responses to a place, enhancing the learning experience in environments where architecture and nature can be informed by emerging biophilic evidence. This study strives to develop a strategy where educational clients can be convinced to actively embrace a biophilic school approach. It also seeks to convince architects to adopt a biophilic approach to school design across design studios using the emerging evidence based on biophilia and biomimicry. Full article

(This article belongs to the Special Issue Biophilic School Design for Health and Wellbeing)

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