CHANGE:
Mapping the territory
FACULTY OF EDUCATION
UNIVERSITY OF CAMBRIDGE
February 2005
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Student Voice and The Architecture of Change: Mapping the Territory
The development of interest in listening and responding to the student voice has been
well documented (Rudduck and Flutter, 2003; Fletcher, 2004) and it is clear that the
growth of this movement has made an impact on educational practice both within the
UK and internationally. Interest in the effect of the school environment on students'
learning has also come to the foreground in recent years and research has now
established that the physical environment can play an important role. Studies have
demonstrated that the school environment has an important bearing on the
effectiveness of teaching and learning (Earthman and LeMasters, 1996; Clark, 2002)
and on students' attitudes and responses to school (Fisher, 2000). In the UK, policy-
makers have become aware of the importance of school environment and the
government has recently established a £2.2 billion initiative, Building Schools for the
Future, with the objective of renewing or rebuilding every secondary school in
England within the next 15 years.
These two strands of research - on student voice and on the learning environment -
have recently converged, giving rise to a wide range of studies exploring students'
perspectives on the learning environment and new initiatives for involving students in
improving school buildings and facilities. In the UK, these developments have
occurred against a backdrop of government policy promoting user (or client)
engagement in public arenas such as health, planning and social services which has
also served to promote student participation in the school environment.
The study aimed to explore how schools, architects and planners have consulted
young people about the school environment and what impact student consultation and
participation have had on planning and design. A review of current practice in the UK
and internationally was undertaken to provide a clearer picture of how student
consultation and participation in improving the school environment is being
developed. During this first stage of the project, data were collected to help us
identify:
the different ways in which students are being consulted and involved in
school environment projects;
what aspects of the physical environment in school have been identified by
students as being important;
how student input is being used to inform planning school architecture and
facilities;
benefits and difficulties that have been encountered in working with students
on these projects.
Our review has included an extensive literature search to investigate theoretical and
practical aspects of this area of student voice and the production of a short
bibliography
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3. What the study has found: Developments in the UK
We have found a wide range of initiatives that have focussed on student participation
in the school environment; some of the most interesting examples are outlined below.
The majority of these developments are instigated and structured by organisations and
government agencies rather than initiated by schools themselves. The projects and
programmes differ in their emphases, reflecting the objectives and philosophies of the
particular organisations concerned. Some programmes have centred on ways of
engaging students' interest in design and the built environment; others have mainly
focussed on the pragmatic benefits of user consultation for professional designers;
while for others, providing opportunities for citizenship education and democratic
decision-making in schools has been the principle objective. (The initiatives are listed
in alphabetical order.)
CABE's Education Foundation aims to encourage students to engage with the built
environment and has recently focussed on student participation in the design and
improvement of school buildings and facilities. The rationale for its approach is that
'involvement in their own school building project is enjoyable and beneficial for both
the school and the pupils'. (Robin Nicholson, CBE, CABE Commissioner, CABE,
2004). CABE is working with the Department for Education and Skills (DfES) capital
investment programme on its Building Schools for the Future programme. It provides
'Enablers', experienced environment professionals, to give schools advice on building
projects and on ways of creating meaningful involvement. CABE is currently working
with Private Funding Initiative schemes to support client engagement in the
commissioning process.
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This agency has been working with schools to develop the role of school councils and
provides training courses, materials and newsletters. It is currently running a
campaign for involving school councils in improving school toilets, the 'Bog Standard
Campaign', and it is encouraging school councils to carry out surveys with students to
gather their views on this perennially problematic issue.
The deficiencies of the building meant the timetable was rigid, knowledge was
delivered in chunks and large populations had to move simultaneously at the
sound of a bell. (Moody, 2003)
The Foundation, set up by Frances and John Sorrell, has a key principle of 'inspiring
creativity in young people and improving the quality of life through good design'.
The Joinedupdesignforschools project was set up to explore how user engagement in
the design process could be used to help improve the quality of school environments.
The project also sought to increase students' awareness and interest in design and to
offer them opportunities for active involvement in design processes. A pilot scheme
was begun in 2001 with seven primary and secondary schools (reported by Demos)
and in 2002 the DfES provided funding to extend the programme to 100 schools over
a three year period. The report on the 31 schools taking part in the second year
describes a wide range of projects in schools: some schools chose to focus on issues
connected with image and identity (such as signage, websites, uniform), others looked
at small-scale practical improvements (such as storage, lockers) while others explored
larger developments such as constructing flexible space in a new sixth form facility
and playground shelters. The Foundation provided us with videotaped material
showing interviews with students, designers and teachers who had taken part in the
project. Students' comments indicated a number of positive outcomes:
they found the experience of working in teams and liaising with professionals
was useful and enjoyable;
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they appreciated opportunities to voice their opinions and ideas;
working on the project inspired their interest in, and awareness of, design;
some said that the project helped them to develop new skills;
visits to design studios, architects' offices and building sites widened their
understanding of the world of work.
We have also been given details of work being carried out in Caerphilly primary
schools supported by the Children's Participation Officer for Caerphilly County
Borough Council, Stephen Berry. The schools are developing projects to improve
playgrounds and facilities with the participation of their school councils and they are
looking at ways of encouraging students to take an active role in the design of these
improvements. The
Twyn Primary School has
involved pupils in
designing and creating an
internal garden area that
is used for a wide range
of cross-curricular
activities including art,
science and as inspiration
for literacy work. The
area also provides a
pleasant area for pupils to
relax in during break and
lunch times (see Twyn Primary School, Caerphilly
photograph below,
supplied by Stephen
Berry). The head teacher, Julie Coldrick, said the pupils' positive response to the
project has led to the school extending this work to the development of outside areas
with the involvement of the school council. The Landscape for Learning Trust has
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given advice and support with this project and there has been some financial support
from the local community.
5. Comment
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schools, for students and for the design profession. Our review suggests that further
research is required to examine how student voice can be used to improve the quality
of the school environment through a sustained structure for participation.
References
CABE (2004) Being Involved in School Design. London: CABE.
Clark, H. (2002) The role of the physical environment in enhancing teaching and
learning. London: Institute of Education, University of London.
DfES (2004) Working Together: Giving Children and Young People a Say. London:
DfES.
Earthman, G. & Lemasters, L. (1996) Review of research on the relationship between
school buildings, student achievement and student behaviour. Scottsdale, Arizona:
Council of Education Facility Planners International.
Fisher, K. (2000) Schooling issues digest. Building better outcomes: the impact of
school infrastructure on student outcomes and behaviour. Canberra: Dept of
Education, Training and Youth Affairs.
Fletcher, A. (2004) Meaningful Student Involvement: Research Guide. Washington:
Sound-out!/The Freechild Project.
Hart, R. (1992) Children's Participation: From Tokenism to Citizenship. Florence:
UNICEF Innocenti Research Centre.
Moody, M. (2003) School Works - a design case study. http://www.edininfo-centre.net
The Sorrell Foundation (2003) Joinedupdesignforschools. London: The Sorrell
Foundation.
i. Publications
Flutter, J. (submitted for special edition of Educational Review Spring 2006) ''This
place could help you learn': Student participation in creating better school
environments.
A summary version of this report will be made available to schools and researchers.
Short articles have been published in the CABE journal '360' (June 2004) and in
'Voice Box', the School Councils UK newsletter '(December 2004)
iii. Links
Links have been established with a number of key organisations including CABE,
School-Works, the Sorrell Foundation and the Design Council. A bid is being
prepared to apply for funding for an extension project working with schools on
improving how space and time are used in schools. We have also been invited to
participate in the Sorrell Foundation's seminars at the Victoria and Albert Museum;
the Design Council seminars on the Schools Renaissance project and to give feedback
on the CABE's Schools of the Future initiative.
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APPENDIX: a short bibliography
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International.
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