This book introduces a new wellbeing dimension to the theory and
practice of learning space design for early childhood and school
contexts. It highlights vital, yet generally overlooked relationships
between the learning environment and student learning and wellbeing, and
reveals the potential of participatory, values-based design approaches
to create learning spaces that respond to contemporary learners' needs.
Focusing on three main themes it explores conceptual understandings of
learning spaces and wellbeing; students' lived experience and needs of
learning spaces; and the development of a new theory and its practical
application to the design of learning spaces that enhance student
wellbeing. It examines these complex and interwoven topics through
various theoretical lenses and provides an extensive, current literature
review that connects learning environment design and learner wellbeing
in a wide range of educational settings from early years to secondary
school.
Offering transferable approaches and a new theoretical model of
wellbeing as flourishing to support the design of innovative learning
environments, this book is of interest to researchers, tertiary
educators and students in the education and design fields, as well as
school administrators and facility managers, teachers, architects and
designers.
