Natural Light and Outdoor Learning Spaces: Biophilic Design in Schools
Benefits of biophilic design
The benefits of biophillic design have been extensively researched. Future Proofing Schools; Phase 1 Research Compilation is an Australian Research Council Linkage Project led by the University of Melbourne. It provides precise data on the positive impacts of natural ventilation, natural lighting, good acoustics and indoor air quality on both the staff and children. Providing spaces that are open and connected to the outdoors increases mental stimuli, energy and physical comfort levels and this, in turn, increases cognitive ability, attention and memory levels (O'Brien & Murray, 2007).
However, biophilic design is not just about these basic health and performance requirements. It is also about the innate human need to connect with other living things, with nature. Within a school context, connection with nature provides mental relief and feelings of wellbeing. The Living Future Institute, an international biophilic design organization, provides guides on how to create a biophilic environment and its website features case studies from around the world.
Slide Clear Operable Doors - Meadowridge School, Maple Ridge, BC Canada
As a quick summary, a biophilic interior is created by:
maximizing natural light and ventilation;
having operable windows and doors with views of the sky and trees that also allow the external natural soundscape to be heard;
using natural materials and textures in the internal and external build-out for increased sensory experience; and,
providing access to landscaped settings, as both retreat spaces and communal areas, which incorporate a whole ecosystem – including fauna, flora, rocks and water within them.
Slide Clear Operable Doors - Meadowridge School, Maple Ridge, BC Canada
If your school is in an urban context, these natural and landscaped settings can be effectively recreated internally by:
using programmed temperature changing LED and full spectrum lighting;
minimizing mechanical air conditioning in favour of natural ventilation or using systems with a high fresh air component;
having controlled framed views of the external natural features available; and,
building internal landscapes that are integrated within the built form and that can support biodiversity.
These same systems can be used to create sustainable design features such as filtrating water on site for reuse and minimising the energy used to support artificial air and light.
Natural systems pedagogy
Across the world outdoor schooling has been gaining popularity as one way to provide children and teenagers with greater access to nature (Scott, 2010, p.16). The Outdoor Council of Canada offers how-to guides on creating outdoor learning environments and is advocating for the federal government to create Open-Air Schools initiatives. The OCC belief is natural engagement needs to be functionally integrated within a schools' daily program to be truly effective. Incorporating exposure to nature within the school program allows the students to learn about natural systems over time, perceiving the changes and evolutions of life in microcosm and in relation to themselves. Involving the students in observations and maintenance of the gardens, the ecosystems and the buildings' sustainability systems and incorporating these observations within their studies allows for a more immersive experience and for better educational outcomes (Franco et al., 2017).
Abundant daylight and views to the outdoors promote wellness
In schools, spaces with glass walls or large windows and doors connect students to nature and extend the learning environment beyond the four walls of the classroom and expand the range of learning environments. There have been concerns about safety and security with such an open environment. In the article, The 8 Things Domestic Violence Shelters Can Teach Us About Secure School Design, Corrie Rosen, associate at Mahlum Architecture, argues that both openness and safety can be achieved. Open spaces, well placed alcoves and clear glass window and doors provide clear sightlines which allow teachers to supervise their children without being in the same physical space.
The benefits of designing any facility and its programs for children and young people (whether it be an early learning centre, primary school or high school) so that there is a focus on natural environments and processes cannot be overstated. Combining the advantages of the outdoors with its natural light, air, changeable stimuli and interconnectivity with the advantages of indoor areas – practical, supervisable and protected from the more extreme weather conditions – will ensure that we are giving the next generation the physical and mental health they need to thrive in life.
References:
Scott, Sarah (2020), Learning spaces: Biophilic design in schools, Teacher Magazine
Quirk, Vanessa (2021), The 8 Things Domestic Violence Shelters Can Teach Us About Secure School Design, Archdaily.com
Franco, L. S., Shanahan, D. F., & Fuller, R. A. (2017). A review of the benefits of nature experiences: more than meets the eye. International journal of environmental research and public health, 14(8), 864.
Holmgren, D. (2015). Permaculture: Principles & pathways beyond sustainability. Holmgren Design Services.
Naidoo, I. (2011). The Edible Balcony. Penguin.
O'Brien, L., & Murray, R. (2007). Forest School and its impacts on young children: Case studies in Britain. Urban Forestry & Urban Greening, 6(4), 249-265.
Scott, S. (2010). Architecture for children. Australian Council for Educational Research.
