Dr Caroline Paradise, Atkins’ UK head of design research, gave a presentation on applying lessons learned from post occupancy evaluation to create better wellbeing outcomes for students at Education Estates Conference 2016. Find out how Atkins put wellbeing at the heart of design at www.wellbriefing.com

1. We Never Stop Learning
Using lessons learnt from Post Occupancy Evaluation to create
better wellbeing outcomes for students
Dr Caroline Paradise, head of design research

2. What do we mean by ‘wellbeing’?
Source:
World Health Organisation. Social determinants of health. [2014 Apr 9].

3. Environment Impacts People

4. Measuring the impact on wellbeing

6. Impact on teachers
Source:
File on 4, Absence Protection Ltd 2014

7. Source:
Heschong and Mahone Group, 2003
Learning experience:
a large scale school study
determined that when
natural light levels are
good the improvement
impact on student
progression is:
Impact on students

8. Source:
Barrett et al, 2015
Impact on students
16%IMPACT ON
STUDENT
PERFORMANCE
PHYSICAL
CHARACTERISTICS
OF CLASSROOMS
HAVE A

9. SEMH
Psychological wellbeing factors can have an even greater impact
for children with more specific emotional or behavioural needs.
Associated behavioural & emotional responses;
• immature social skills
• withdrawn or isolated
• challenging, disruptive or disturbing behaviour
• anxiety or depression
• personal conduct including aggression
• self-harming, substance abuse, eating disorders
Winnie stats graphic
Social, Emotional & Mental Health
+1%OF SCHOOL PLACES
PROVIDED SUPPORT
CHILDREN WITH SEMH
DIFFICULTIES
IN THE UK

10. Collecting the evidence
We can only get a true
understanding of how
students and staff respond
to different learning
environments if we go back
and find out after the build
is completed. We can do
this by undertaking a Post
Occupancy Evaluation.

11. Springwell Academy
SEMH school, Barnsley Local Authority
Lessons learned from a Post
Occupancy Evaluation of
Springwell Academy

12. Design Process
Key components to design process:
 Collaborative design process
 Led by end users
 Used ‘day-in-the-life’ scenarios
School’s Vision:
To provide a nurturing, safe
environment with socialisation,
family and community at the
centre of the learning experience

13. Physical Parameters: Daylight
Environmental design needed to reinforce nurturing, home-like feel

14. Physical Parameters: Daylight
Lessons learned:
• Good level of natural light throughout school
• Felt to provide a pleasant environment
• Blinds not as effective at preventing glare

15. Physical Parameters: Thermal comfort
Lessons learned:
• Good air quality
• Ventilation control
• Distraction for some students
• In response - a more passive solution

16. Psychological Parameters

17. Psychological Parameters: Connectivity
A courtyard scheme was chosen due to its
simplicity and separate quadrant principle for
each Key Stage, whilst at the same time
linking them together with a communal heart
to the school.

18. Psychological Parameters: Connectivity
Lessons learned:
• Homebases create a
nurturing environment
• Good display space
supports a sense of
belonging
• Courtyards could be more
effective as teaching
space

19. Psychological Parameters: Interaction
AWARENESS INTERACTION GROUP WORKING
Heart space to encourage
group activity and
interaction and provide a
strong central hub.
External spaces located at the
heart of homebases to provide
high visual connection
Classrooms provide a variety
of spaces for interaction
whilst maintaining high level
of proximity.

20. Lessons learned:
• Break out spaces work well
• Room layout supports good social environment
• ‘S’ shaped classrooms:
• Positive
• Provided different areas within classroom
• Allows space for quiet time
• Good for younger students
• Negative
• Gives students places to hide
Psychological Parameters: Interaction

21. Psychological Parameters: Flexibility
The central drama ‘Heart’ space is designed as an open flexible
space, used for classes, group and school performances and
informal socialisation.
Lessons learned:
• Space works well, fully integrated into curriculum.
• Students respond well - creates a calming environment
• Heart space in heavy demand – too flexible

22. Psychological Parameters: Flexibility

23. Applying the lessons
Future SEMH schools, Leeds LA
We are now applying the lessons learnt from Springwell
Academy to a series of new Social, Emotional & Mental
Health schools across Leeds.