Engaging learning environments create a sense of place, purpose and community for all students and staff, Hester Hornbrook Academy, demonstrates the importance of authentic inclusive design.
By understanding the diverse experiences, backgrounds and needs of students, our team has been able to design a campus which promotes connection and collaboration, fosters a sense of safety and belonging, helping to unify varied personalities, and respectful of the needs of all. Alternate flexible education settings cater for groups not typically acknowledged in the dialogue of contemporary educational design.
These may be young parents, currently in or living out of home care, young people living with mental health conditions, experiencing homelessness, or disengaged from mainstream education. Our driving question across the briefing and design process for this unique campus was ‘How can the function and design of alternative flexible education schools better support students through an enriching educational experience both in and beyond the classroom?’
What we found was that a sensitive, community-focussed approach was key. These schools need to be specifically designed to reflect a relational pedagogy, encompassing the broader support network of staff and community wellbeing services built around the students.
The sites also need to feature a variety of learning hubs, mindfulness spaces and recreational facilities to empower students to engage with and take control of their educational journey. Inclusive and trauma-informed design principles were the foundation for HHA, and we worked closely with the Hester Hornbrook team to realise these outcomes.
The Academy was designed to provide a feeling of wellbeing, safety and sense of home. Its domestic scale features learning spaces positioned strategically throughout the site, connected via interstitial, activated and legible circulation spaces.
This activation and visibility provide formal and informal connection, whilst supporting a sense of security for students. Spaces for students to socialise, to eat, to prepare food along with spaces for students to shower and launder acknowledge the diverse needs of the student community.
The interior design offers a calm sensory stimulation for students throughout the day. Study areas have been created with a range of furniture options and a balanced mix of colour hues, materials and textural finishes. This variety gives students the choice of which spaces they use, and more importantly, how they are able to use them.
Biophilia is another expression of inclusive design considered throughout The Academy, promoting the physical and mental wellbeing of students.
The use of plants and greenery promotes mindfulness through a connection to nature, and these nature motifs extend to other interior details like furniture upholstery and calming colour palettes.
Balancing and integrating these design cues is important for a project of this type. The campus’ functional planning also highlights how strategic use and placement of informal and formal learning settings can provide students a sense of freedom, while still offering security both internally and externally.
The Academy’s indoor-outdoor transition and breakout space is complemented by a series of pavilions, ensuring students have ongoing engagement with new spaces and activities throughout their day without being disconnected from the main building. Offering functional spaces for student wellbeing programs in the school’s curriculum, like physical activity and team building, were a key component supporting a vibrant campus culture and community.
Image: Hester Hornbrook Academy / Photo:Tatjana Plitt / Supplied.
Mark Freeman, is a Partner, and a specialist in designing educational architecture at Gray Puksand.
