Dignity

Designing the space required to regulate and manage the nuances of the school day can often go overlooked. No matter what kind of learning environment we design, we understand these spaces must support moments of intervention. It鈥檚 important that our students and educators feel empowered to navigate these instances. Respite rooms for teachers and quick-action de-escalation spaces for distressed students are two examples of spaces we deliver that give students and staff dignity and autonomy.

In the Classroom: Research-Informed Design

Nearly every student at Boys Town has faced some form of trauma in their lives. Likewise, the teachers and staff often encounter secondary trauma through their daily interactions. These observations highlighted the importance of integrating trauma-informed design principles to foster a safe and supportive environment. This approach includes the use of sensory boundaries, layered spaces, and design elements that promote dignity, belonging, and comfort. The education center reflects these values through thoughtfully designed areas that balance privacy with open, visible interiors.

Tunable lighting features in the classrooms give educators the ability to create appropriate learning environments with the use of different light settings. Natural light and a connection to the outdoors is a major focus of the project. The unique site incorporates as much natural light as possible while still affording the students and teachers the privacy they desire.

Comfort

Ensuring students and teachers feel comfortable in their space is one of the key components to creating a positive learning environment. You can鈥檛 learn in an environment where you don鈥檛 feel at ease. We promote comfort through diverse measures, whether it be furniture choice, lighting features, or variable classroom sizes, among many other factors.

In the Classroom: Comfort by Design

The Boys Town educational model calls for flexible and future-ready learning. The design provides a diverse set of learning spaces in classroom size, furniture, and seating choices. Different-sized classroom studios cater to a range of class sizes and programming, from small (less than 6 students) to medium (7-10 students) and large (11-14 students). This allows for lower student-to-teacher ratios for those who need more assistance.

Belonging

Every learning environment should encourage students and staff to feel like: 鈥淵ou belong here.鈥� We prioritize connectedness, self-worth, and safety in the built educational environment. Giving students and teachers the ability to collaborate and learn through a variety of spaces allows them to take ownership of their space. This ownership empowers them to take pride in and create a sense of place at their school.

In the Classroom: Ownership Through Artwork

Utilizing the students鈥� creativity and talent adds a unique artistic touch to the interior finishes and an authentic connection for the students to the school. To enhance a sense of ownership of their space, Boys Town students were engaged in designing the tile patterns that playfully adorn the walls at pivotal connection points, as well as a monumental butterfly installation, created with local Omaha artist Watie White.

The final tile pattern creations are displayed in five separate locations in the new Boys Town Education Center, reminding students of the agency they have in their choices. The butterfly, which was chosen by the students, signifies one鈥檚 journey of faith and the beauty that comes from the journey. It captures the path the students take at Boys Town, growing, evolving, and soaring. The project has taken on a life of its own, and keen observers will see chrysalises and other butterflies sprinkled throughout the school and campus.

Beyond Boys Town

Boys Town is just one example of how our design team executes the vision of a client who wants to create an impactful change for its students and educators. Through visioning sessions, specifically our BOLD^听services, we can connect with students, staff, administrators, and community stakeholders to unlock the optimal design for a tailormade learning environment. This tailored design ultimately leads to an environment where students feel safe and secure to immerse themselves in learning.

My colleague, Principal and Educational Learning Designer Dr. Marilyn Denison, leads our BOLD services and shares some insight into the impact an inclusive environment has on learners of all ages:

During a recent BOLD session, I asked a second grader how he liked his school, and he excitedly said that he loved it. His favorite part of the school depended on what he was doing. If he was reading, he liked sitting in the window seat because it was quiet and he could concentrate on his book better there; but, if he was doing math, he preferred the transparent small group room because he could write on the glass that helped him see it and his friends could help him.

If a second grader can identify where they learn best, then how does that feeling perpetuate as students progress through their educational journey? This interaction emphasizes the significance of the physical learning environment for students and teachers.

Our design teams are ready to bring you an environment that prioritizes your students鈥� and teachers鈥� wellbeing.

Let鈥檚 explore how we can make this vision a reality for you and your community.