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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.
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