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by Dr Robert Dillon
Designing an effective and efficient classroom is not just about aesthetics and student engagement, it significantly impacts teacher wellness. A well-designed classroom can contribute to a teacher’s sense of well-being and job satisfaction. Space design alone won’t bring the holistic wellness that we need for teachers. It can play a role as we outline below, but it is important for educators to see wellness as a continuous process that relies on before, during and after school strategies.
Space design plays a key role during the school day, but educator wellness begins before the school day starts. Goal setting, gratitude journaling and exercise can all play a role in bolstering energy and mindset leading into a school day especially after a thoughtful night of sleep.
Following a long and stressful day, it is important to have a community of individuals that can help you to process the day, let some of the stress go and place the difficult moments of the day into context. These can be colleagues at school or members of your support team beyond the school. This wellness strategy along with managing communication and email so that it ends at a scheduled time and getting the nutrients that your body needs each night are a key to this cycle of wellness.
During the school day, wellness can’t be just an act of subtraction. It requires proactive efforts to maintain and add to the right energy needed for effective and efficient teaching. Below are five learning space tips to contribute to an environment of wellness during the school day in your classroom.
Allowing teachers to personalize their classroom space can lead to a greater sense of ownership and comfort. Personal touches can make the classroom feel more like a second home. It is easy to get this out of balance though, so personalize without adding clutter.
Incorporating natural light and ensuring good air quality can boost mood, energy, and cognitive function. A classroom that is well-lit and well- ventilated can make the teaching environment more pleasant, which is beneficial for teacher effectiveness.
Adding plants to the classroom can purify the air and bring a sense of calm to the space. The presence of greenery has been linked to reduced stress and improved teacher daily satisfaction.
A clutter-free classroom can significantly impact teacher mental clarity. Organizing materials and minimizing clutter can help reduce anxiety and promote a calm, focused learning atmosphere, contributing to a teacher’s peace of mind.
Implementing flexible seating allows students to choose where and how they learn best, fostering a more dynamic and interactive learning environment. This adaptability can reduce classroom management challenges, allowing teachers to focus more on teaching than on discipline, thus reducing stress.
Developing a color palette that carries across all aspects of your classroom can take time, but it is worth the effort. Our brain seeks balance and coordination. When the colors of your classroom don’t fit together, it subconsciously taxes our day slowly stealing energy and endurance from the day.
Well-designed classrooms extend beyond educational effectiveness; they are a form of teacher wellness. Teachers spend a significant portion of their day in the classroom, and an environment that is visually appealing, make a considerable difference in their professional and personal well-being. By implementing thoughtful design choices, teachers can create a space that not only enhances learning outcomes but also supports
REFERENCES
Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2015). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 89, 118-133.
Heschong, L. (2003). Windows and Classrooms:
A Study of Student Performance and the Indoor Environment. California Energy Commission: Pacific Gas and Electric Company.
Raanaas, R. K., Evensen, K. H., Rich, D., Sjøstrøm, G., & Patil, G. (2011). Benefits of indoor plants on attention capacity in an office setting. Journal of Environmental Psychology, 31(1), 99-105.
Proshansky, H. M., Fabian, A. K., & Kaminoff, R. (1983). Place-identity: Physical world socialization of the self. Journal of Environmental Psychology, 3(1), 57-83.
“Resources for Individuals.” Education Support, Education Support Partnership, View Article. Accessed 9 April 2024.
“The TFA Editorial Team.” Teach For America, 15 May 2020, View Article
Professor Peter Barrett, Honorary Research Fellow in the Department of Education at Oxford University, has dedicated over a decade to classroom innovation.
Professor Peter Barrett, Honorary Research Fellow in the Department of Education at Oxford University, has spent over a decade studying how learning spaces impact learning outcomes. Gratnells is pleased to work with Dr. Barrett and share his research with educators and administrators as we continue to advance and refine classrooms worldwide.
Innovation in classroom design involves looking at these spaces from a a variety of aspects. Take a look at Dr. Barrett's '10 Tips' guide to classroom innovation, and if you would like to take a look at Dr. Barrett's more in-depth study, download his Clever Classrooms research report.
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