Abstract
Transition to high school can be challenging for students who encounter a complex new learning environment and unfamiliar physical spaces. Little research examines relationships between physical school spaces and wellbeing at this critical stage when students are at risk of disengagement from learning . This qualitative case study explored Year 7 students’ wellbeing experience and needs when transitioning to high school in Queensland , Australia . Findings indicate that Year 7 students: prefer their home area where they feel supported; need fresh air and outdoor spaces to run and play ; gravitate towards informal spaces such as handball courts and gardens; use the library for relaxation and quiet time alone; and feel intimidated and unsafe among older students in interstitial spaces such as pathways and stairwells. The study’s findings support a set of suggestions for designing school spaces that enhance the wellbeing of Year 7 students.
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Acknowledgements
Queensland Department of Education and Training (DET) supported this research through funding and allowing access to schools. The research was carried out with ethical clearance from QUT (1600000299) and permission from DET.
Sincere thanks to the students, school leaders and Year 7 teachers for so willingly collaborating in data collection and sharing insights and creative ideas.
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Hughes, H., Franz, J., Willis, J., Bland, D., Rolfe, A. (2019). High School Spaces and Student Transitioning: Designing for Student Wellbeing. In: Hughes, H., Franz, J., Willis, J. (eds) School Spaces for Student Wellbeing and Learning. Springer, Singapore. https://doi.org/10.1007/978-981-13-6092-3_6
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