The Impact of the Built Environment on Adolescent Anxiety...
Transcript of The Impact of the Built Environment on Adolescent Anxiety...
The Impact of the Built Environment on Adolescent Anxiety and School Engagement
A Thesis Submitted to the Faculty of the Interior Design Department
in Partial Fulfillment of the Requirements for the
Degree of Master of Fine Arts in Interior Design
at
Savannah College of Art and Design
Katelyn Renee Rountree
Atlanta, Georgia
© June 2014
Dr. Meldrena Chapin
Brian Sweny
Paul Van Slyke
My thesis project is dedicated to my past educators.
To students who have ever felt overwhelmed,
Be Strong.
Acknowledgements
I would like to thank my family for their love and support throughout my
educational career. To my mom, your unwavering support of my dreams has been ever
apparent. Thank you for being my left arm, my shoulder to cry on, and my source of
much-needed laughter. Dad, thank you for your love and encouraging words. Both of
you have always pushed me to be the best that I can be, and for that I am forever
grateful. To my brother, Seth, you have been the source of many smiles and I love you
for that. To my incredible husband, Justin, I cannot thank you enough for the countless
sacrifices that have allowed me to pursue this dream. You have been my rock and my
source of stability through my time in graduate school, and for that I am eternally
grateful. I love you more than you will ever comprehend.
I would next like to acknowledge my committee members for their advice and
their willingness to give of their valuable time to push my thesis even further than I
ever dreamed it could go. To my chair, Dr. Chapin, you have been an incredible guide
to me throughout my time at SCAD, and have given me countless hours of advice. I can
only hope to be such a great mentor to my future students. To my committee members,
Brian Sweny and Paul Van Slyke, thank you for encouraging me to design past my
comfort level, even when I was reluctant to listen.
Thank you to my classmates, Jessica Bell and Britney Buie. We fought through
this process together and prevailed! I would not have made it without the two of you.
We have made memories that I will carry with me forever. Finally, I would like to thank
my dear friends Jessica Earp and Amy Ogonowski for listening when I needed to talk
and for being my source of sanity. You mean so much to me and I would not be here
without you both.
Contents
List of Figures ............................................................................................................................... 1
Abstract ......................................................................................................................................... 6
Thesis Statement........................................................................................................................... 7
Literature Review......................................................................................................................... 8
Introduction .............................................................................................................................. 8
Anxiety ...................................................................................................................................... 8
Types of Anxiety .................................................................................................................. 9
Phobias .................................................................................................................................. 9
Panic Disorder .................................................................................................................... 10
Social Anxiety ..................................................................................................................... 10
Generalized Anxiety Disorder ......................................................................................... 10
Symptoms of Generalized Anxiety Disorder................................................................. 11
Coping With Generalized Anxiety Disorder ................................................................. 12
Generalized Anxiety Disorder in High School .............................................................. 13
Educational Environments ................................................................................................... 13
School as a Community..................................................................................................... 13
New Educational Place-Types ......................................................................................... 15
Engagement in Schools ......................................................................................................... 17
Types of Engagement ........................................................................................................ 17
External Influences ............................................................................................................ 18
Anxiety and Engagement: How They Impact Each Other .............................................. 19
Restorative Environments .................................................................................................... 20
Third Place .......................................................................................................................... 21
Favorite Place...................................................................................................................... 23
Attention Restoration Theory .......................................................................................... 24
Literature Review Conclusion.............................................................................................. 25
Data Collection ........................................................................................................................... 26
Introduction to Research Methodologies ........................................................................... 26
Precedent Studies................................................................................................................... 26
Intent .................................................................................................................................... 26
Criteria ................................................................................................................................. 26
Lynnwood High School .................................................................................................... 35
Desiderata Alternative High School................................................................................ 43
Clough Commons at Georgia Institute of Technology................................................. 47
York University Learning Commons.............................................................................. 51
Precedent Study Conclusion ............................................................................................ 56
Site Observations and Interviews........................................................................................ 58
Intent .................................................................................................................................... 58
Valwood Upper School ..................................................................................................... 59
Westminster School ........................................................................................................... 64
Lowndes High School ....................................................................................................... 71
Site Visit Conclusions ........................................................................................................ 76
Interviews and Focus Groups .............................................................................................. 77
Interview and Focus Group Conclusions....................................................................... 78
Design Solution .......................................................................................................................... 79
Site Selection ........................................................................................................................... 79
Building Analysis................................................................................................................... 83
Project Overview.................................................................................................................... 85
Design Concentration............................................................................................................ 86
Concept Development: Alternate Perspectives ................................................................. 88
Color Palette ........................................................................................................................... 89
Project Scope ............................................................................................................................... 91
The Media Center................................................................................................................... 92
Existing Conditions ........................................................................................................... 93
Indoor-Outdoor Connection .............................................................................................. 100
Existing Conditions ......................................................................................................... 103
Design Solution ................................................................................................................ 105
The Cafetorium..................................................................................................................... 109
Existing Conditions ......................................................................................................... 110
Design Solution ................................................................................................................ 113
Design Conclusions ................................................................................................................. 117
Future Research........................................................................................................................ 117
Bibliography ............................................................................................................................. 119
Appendix A: Final Presentation Boards ............................................................................... 124
Appendix B: Interview and Focus Group Responses......................................................... 128
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List of Figures
Figure 1: Normalized Anxiety vs. Generalized Anxiety Disorder (Smith & Segal, 2013)11
Figure 2: Cycle of Anxiety and Disengagement (Created by Author) ............................... 20
Figure 3: Jeremiah E. Burke High School (Broome, 2014).................................................... 30
Figure 4: Jeremiah E. Burke - First Floor Plan (Broome, 2014) ............................................ 32
Figure 5: Jeremiah E. Burke - Second Floor Plan (Broome, 2014) ...................................... 32
Figure 6: Jeremiah E. Burke - Third Floor Plan (Broome, 2014) .......................................... 32
Figure 7: Boston Public Library at Jeremiah E. Burke (Broome, 2014)............................... 33
Figure 8 Children's Section of Library (Broome, 2014)......................................................... 34
Figure 9: High School Computer Lab (Broome, 2014).......................................................... 34
Figure 10 Lynnwood High School Exterior View (Logan, 2014) ........................................ 35
Figure 11 Lynwood High School - First Floor Plan (Logan, 2014)...................................... 36
Figure 12 Lynnwood High School - Second Floor Plan (Logan, 2014)............................... 37
Figure 13 The Agora (Logan, 2014) ......................................................................................... 38
Figure 14: Exterior and Interior Circulation (Logan, 2014).................................................. 38
Figure 15 Marselisborg High School Exterior View (Furuto, 2011).................................... 39
Figure 16: The Canteen (Furuto, 2011).................................................................................... 40
Figure 17: Spaces of Activity – Monumental Stair, Gymnasium (Furuto, 2011) .............. 40
Figure 18: Lynnwood High School Building Section (Furuto, 2011).................................. 41
Figure 19: Diagram of Building Relationships (Furuto, 2011)............................................. 41
Figure 20: Marselisborg High School - Floor Plans (Furuto, 2011) ..................................... 42
Figure 21: Desiderata Alternative School (Jones Studio, 2011) ........................................... 43
Figure 22: Desiderata Alternative School – Interior (Jones Studio, 2011) .......................... 44
Figure 23: Main hallway - Ceiling Feature (Jones Studio, 2011) ......................................... 45
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Figure 24: Classroom Interiors (Jones Studio, 2011) ............................................................. 45
Figure 25: Desiderata High School - Floor Plan (Jones Studio, 2011)................................. 46
Figure 26: Clough Commons (G. Wayne Clough Learning Commons, 2014) .................. 47
Figure 27: Clough Commons Interior – Help desk and Starbucks Coffee Corner (Created
by Author)................................................................................................................................... 48
Figure 28: Tech Green (G. Wayne Clough Learning Commons, 2014) .............................. 49
Figure 29: Niche with outdoor appearance (G. Wayne Clough Learning Commons,
2014) ............................................................................................................................................. 49
Figure 30: Clough Commons Floor Plans 1-5 ........................................................................ 50
Figure 31: York University - Scott Library (York University Learning Commons, 2012)51
Figure 32: The Salon (Right) and The Hub (Left) (York University Learning Commons,
2012) ............................................................................................................................................. 52
Figure 33: Learning Pods (York University Learning Commons, 2012)............................ 52
Figure 34: The Hill (York University Learning Commons, 2012) ....................................... 53
Figure 35: Booth Seating with Adjacent 'Perch' (York University Learning Commons,
2012) ............................................................................................................................................. 54
Figure 36: York University's Scott Library - Floor Plan (York University Learning
Commons, 2012)......................................................................................................................... 55
Figure 37: Valwood Upper School Entry (Created by Author)........................................... 59
Figure 38: Valwood Campus - Arial View (Google Maps, 2014) ........................................ 60
Figure 39: Valwood - Computer Stations in Rear of Classroom (Created by Author) .... 61
Figure 40: Valwood - Typical High School Classroom (Created by Author).................... 62
Figure 41: Valwood Library (Created by Author)................................................................. 63
Figure 42: Westminster School Entry (Created by Author)................................................. 64
Figure 43: Aerial View of The Westminster School Campus (Google Maps, 2014) ......... 65
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Figure 44: Student Territoriality Shown at Westminster (Created by Author) ................ 66
Figure 45: Student Lounge and Collaboration Room at Westminster (Created by
Author) ........................................................................................................................................ 67
Figure 46: Student utilizing Bench Seating at Westminster (Created by Author)............ 67
Figure 47: Typical Westminster classroom (Created by Author) ....................................... 68
Figure 48: Different Classroom Arrangements at Westminster (Created by Author)..... 69
Figure 49: Soft Seating in Westminster Classrooms (Created by Author) ........................ 69
Figure 50: Newly Retrofitted 'Test' Classrooms at Westminster (Created by Author).... 70
Figure 51: Whiteboard Wall at Westminster (Created by Author)..................................... 70
Figure 52: Entry to Lowndes High School (Lowndes High School, 2014)......................... 71
Figure 53: Aerial View of Lowndes High School (Google Maps, 2014)............................. 72
Figure 54: Front Entry Landscaping at Lowndes (Created by Author) ............................. 73
Figure 55: Indoor-Outdoor Space Between Buildings at Lowndes (Created by Author) 73
Figure 56: Lowndes High - Typical Classrooms (Created by Author) .............................. 74
Figure 57: A Remaining Computer Counter in a Classroom at Lowndes (Created by
Author) ........................................................................................................................................ 75
Figure 58: Major Hallways During Class and In-between Class (Created by Author) ... 76
Figure 59: Climate Averages for Valdosta, Georgia (City-data.com)................................. 80
Figure 60: The State of Georgia (Created by Author) ........................................................... 81
Figure 61: Diagram of surrounding area (Created by Author) ........................................... 81
Figure 62: Campus Plan (Created by Author) ....................................................................... 82
Figure 63: Massing Diagram (Created by Author) ............................................................... 83
Figure 64: Building Overview (Created by Author) ............................................................. 84
Figure 65: Analysis of Anxiety (Created by Author) ............................................................ 85
Figure 66: Diagram of Campfire Space (Created by Author).............................................. 86
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Figure 67: Diagram of Watering Hole Space (Created by Author)..................................... 87
Figure 68: Diagram of Cave Space (Created by Author)...................................................... 87
Figure 69: Concept Imagery (Created by Author) ................................................................ 88
Figure 70: Color Scheme (Created by Author) ...................................................................... 89
Figure 71: Lowndes High Viking Logo (Lowndes High School, 2014).............................. 89
Figure 72: Materiality (Created by Author) ........................................................................... 90
Figure 73: Project Scope (Created by Author) ....................................................................... 91
Figure 74: Key Plan - Media Center (Created by Author) ................................................... 92
Figure 75: Media Center - Existing Floor Plan (Created by Author).................................. 93
Figure 76: Media Center - Existing Conditions (Created by Author) ............................... 94
Figure 77: Media Center - Existing Computer Stations (Created by Author)................... 94
Figure 78: Newly Designed Media Center – Furniture Plan (Created by Author) .......... 95
Figure 79: Stepped Seating and Team Space (Created by Author)..................................... 96
Figure 80: Study Rooms and Collaboration Area (Created by Author) ............................ 97
Figure 81: Media Center Overview – Team Zone (Created by Author) ............................ 98
Figure 82: Library Kiosks and Media Lounge (Created by Author) .................................. 99
Figure 83: Connection Space - Key Plan (created by Author) ........................................... 100
Figure 84: Diagram of Major Paths of Travel (Created by Author).................................. 101
Figure 85: Existing Outdoor Connection Spaces (Created by Author) ............................ 102
Figure 86: Connection - Existing Floor Plan (Created by Author).................................... 103
Figure 87: Outdoor Area of Focus ......................................................................................... 104
Figure 88: Connection - Newly Designed Connection Space (Created by Author) ....... 105
Figure 89: Connection Space (Created by Author) ............................................................. 106
Figure 90: Plowboy's Smoothie Bar (Created by Author) .................................................. 107
Figure 91: Connection - Watering Hole (Created by Author) ........................................... 108
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Figure 92: Cafetorium - Key Plan (Created by Author) ..................................................... 109
Figure 93: Cafeterium - Existing Floor Plan (Created by Author) .................................... 110
Figure 94: Cafetorium Section (Created by Author) ........................................................... 111
Figure 95: Cafetorium - Existing Conditions (Created by Author) .................................. 112
Figure 96: Newly Designed Cafetorium Floor Plan (Created by Author)....................... 113
Figure 97: Cafetorium 'Main Street' (Created by Author).................................................. 114
Figure 98: Dining Area with Cave Seating (Created by Author)...................................... 115
Figure 99: Small Group Dining (Created by Author) ......................................................... 115
Figure 100: Touchdown Seating (Created by Author) ....................................................... 116
Figure 101: Presentation Board 1 ........................................................................................... 124
Figure 102: Presentation Board 2 ........................................................................................... 124
Figure 103: Presentation Board 3 ........................................................................................... 125
Figure 104: Presentation Board 4 ........................................................................................... 125
Figure 105: Presentation Board 5 ........................................................................................... 126
Figure 106: Presentation Board 6 ........................................................................................... 126
Figure 107: Presentation Board Arrangement ..................................................................... 127
Adolescent Anxiety and Engagement in High School 6
The Impact of the Built Environment on
Adolescent Anxiety and School Engagement
Katelyn Rountree
June 2014
Abstract
This thesis investigates the relationship between the interior environment and
adolescent anxiety in high schools. Through the implementation of theories such as
Place Attachment, Attention Restoration Theory, and Theory of Favorite Place, this
thesis aims to increase student engagement and academic motivation while abating
anxiety among the student body.
This project aims to bridge the current gap in literature between the field of
educational design and the control of anxiety through environmental features.
However, this thesis does not focus on the classroom environment. Instead, the primary
focus is on common areas that may act as a remedy for anxiety typically experienced
within the classroom. The focus of this research is to break the cycle of decreased
students engagement and debilitating anxiety, allowing students to improve academic
performance as well as social and emotional wellbeing.
Adolescent Anxiety and Engagement in High School 7
Thesis Statement
This thesis investigates the potential for decreasing anxiety and
increasing engagement among high school students through the application of
the restorative qualities of favorite places.
Adolescent Anxiety and Engagement in High School 8
Literature Review
Introduction
Design affects our lives physically as well as psychologically, providing a direct
connection between the built environment and one’s mental and emotional well-being
(Gifford, 2007). The purpose of this paper is to explore the high rates of anxiety in
adolescents and how the built environment could potentially decrease the number of
anxiety-causing stressors while increasing student engagement in a high school setting.
Anxiety
Anxiety refers to a natural brain response to danger and stress. This basic
emotion is already present in infancy and early childhood. Examples of natural
childhood anxiety include things such as leaving the parents or switching schools
(New, 2011). Childhood and adolescence is considered the number one risk phase for
symptoms of anxiety. Most symptoms of anxiety are recognized by age 12 and progress
throughout later adolescent years (Beesdo, Knappe, & Pine, 2009). Females are more
likely to develop anxiety than males (Beesdo et al., 2009). Statistics vary on the amount
of percentage increase of prevalence of anxiety in females over males, ranging from 30%
to 60% (Anxiety and Depression Association of America, 2013; Beesdo et al., 2009;
Lowe, Unruh, & Greenwood, 2004; National Institute of Mental Health, n.d.b).
A certain amount of anxiety can render results in productive action and is
considered healthy. Worry and anxiety are normal reactions to daily stressors such as
school performance, peer pressure, family, and health. However, for some, anxiety may
become progressively excessive and cause disruption to life’s daily activities. This is
when anxiety becomes an anxiety disorder. Statistically, approximately one in every
eleven teenagers is diagnosed with anxiety severe enough to be considered a disorder
Adolescent Anxiety and Engagement in High School 9
(Lowe et al., 2004). A national survey of adolescent mental health revealed that
approximately 8% of teenagers ages 13-18 suffer from an anxiety disorder. Out of these,
only 18% receive treatment (National Institute of Mental Health, n.d.a).
According to the Anxiety and Depression Association of America (ADAA)
(2013), 40 million adults (18% of the US population) are affected by an anxiety disorder,
making it the most common mental illness in the United States. It is estimated only one-
third of those suffering from an anxiety disorder will actually receive treatment, though
anxiety disorders are highly treatable (Anxiety and Depression Association of America,
2013). According to a study commissioned by the ADAA (2013, para. 3), “anxiety
disorders cost the United States more than $42 billion a year”, almost one-third of the
country’s $148 billion total mental health bill. Upwards of $22.84 billion of those costs
are associated with the repeated use of health care services (Anxiety and Depression
Association of America, 2013). This is due to the fact that people with anxiety disorders
commonly seek relief for symptoms that mimic other physical illnesses such as stomach
aches, high blood pressure, and muscle tension (Anxiety and Depression Association of
America, 2013).
Types of Anxiety
There are many different types of anxiety recognized as disorders including
phobias, panic disorder, social anxiety, and generalized anxiety disorder. Each of these
is briefly defined below.
Phobias
One of the most extreme types of anxiety is a phobia. A phobia is an intense fear
of a specific object or situation. The individual functions normally until confronted by
the particular fear. The fear disrupts daily life through exaggerated avoidance (Lowe et
al., 2004). Adults, adolescents, and young children experience phobias. For a teenager,
Adolescent Anxiety and Engagement in High School 10
these fears often involve school and social performance, which generally lead to school
avoidance (American Academy of Child and Adolescent Psychiatry, 2013).
Panic Disorder
Panic disorder, a disorder defined by reoccurring, unexpected panic attacks, is
another common type of anxiety. These attacks are not always linked to a specific
situation thus making them very difficult to predict. Following an attack, the victim
may worry that another attack will arise and attempt to avoid the believed trigger.
Panic disorder typically emerges in adolescence between the ages of fifteen and
nineteen (American Academy of Child and Adolescent Psychiatry, 2013). Symptoms of
a panic attack include difficulty breathing, heart palpitations, sweating, and dizziness
(The Cleveland Clinic Foundation, 2013). Due to the fearful anticipation of an attack, a
teen may also begin to avoid normal activities and routines (American Academy of
Child and Adolescent Psychiatry, 2013).
Social Anxiety
Adolescents can suffer from social anxiety, also known as social phobia. Social
anxiety is an intense fear of being criticized or humiliated in public. Individuals
suffering from social anxiety may also experience severe anxiety in everyday social
situations even when no external stressor is evident. The daily routine of the teen with
social anxiety is interrupted due to excessive avoidance of scenes that involve public
speaking or strangers. Social anxiety commonly leads to isolation and, in some cases,
depression (Lowe et al., 2004).
Generalized Anxiety Disorder
One of the most common types of anxiety disorders is generalized anxiety
disorder (GAD). Those diagnosed with GAD experience extreme and persistent worry
about everyday activities. The subjects of concern are generally the same as that of a
Adolescent Anxiety and Engagement in High School 11
normal life, but the worry lasts for a much longer period of time. It seems that the
anxious feeling cannot be turned off, creating an issue when trying to complete daily
tasks (Smith & Segal, 2013).
Symptoms of Generalized Anxiety Disorder
Someone suffering from GAD will experience emotional, behavioral, and
physical symptoms (Smith & Segal, 2013). Emotional symptoms often include consistent
and intrusive thoughts of worry and the inability to tolerate the unknown. Behavioral
symptoms can be noted by an inability to relax, making it very difficult to concentrate
or focus. Avoidance and procrastination are other common behavioral symptoms that
occur due to feeling overwhelmed. Physical symptoms of GAD consist of muscle
tightness and body aches and feeling on edge. Trouble sleeping is very common due to
the constant thoughts of worry. Issues with nausea and other stomach related problems
are typical as well (Smith & Segal, 2013).
Generalized Anxiety Disorder can be caused by a number of external factors. In
general, children whose parents exhibit symptoms of anxiety are more likely to develop
symptoms themselves (Lowe et al., 2004). Self-consciousness has also been linked to
Figure 1: Normalized Anxiety vs. Generalized Anxiety Disorder (Smith & Segal, 2013)
Adolescent Anxiety and Engagement in High School 12
anxiety in childhood and adolescence. In younger children, this type of behavior is
often described as being shy or timid. This could be said to be a matter of conditioning
by the parent or guardian. Experience and conditioning can play a large role in the
development of anxiety. When one experiences a traumatic event, it is common that
unreasonable associations are then established, leading to excessive feelings of anxiety.
Thinking styles can contribute to the development of GAD through a pattern of
negative and impractical thinking. Situations are commonly misinterpreted and focus is
shifted to perceive the condition as a threat (Lowe et al., 2004).
Coping With Generalized Anxiety Disorder
Coping with Generalized Anxiety Disorder can be a challenge due to the lack of
initiation from children and adolescents to seek help and support. Parents could also
have a difficult time identifying the issues that their child is experiencing. However, not
receiving treatment can negatively impact the child’s development and morale.
Untreated anxiety disorders can place a heavy strain on family relationships, impact
school performance and social functioning, and lead to comorbid mental and physical
health issues in the future (The Cleveland Clinic Foundation, 2013).
The first step to treating Generalized Anxiety Disorder is a full assessment and
evaluation of the child. Once a review of prevalent symptoms and their duration has
been assessed and the child’s development has been reviewed, a physician may review
the family history and administer a mental status exam. If the child is found to have an
anxiety disorder, treatment options are then discussed. Treatment could include a
combination of medication and therapy. cognitive behavioral therapy being the most
common (The Cleveland Clinic Foundation, 2013). Additional beneficial treatments,
such as exercise, quality sleep, and a healthy diet may be suggested as well, but may
Adolescent Anxiety and Engagement in High School 13
need to be supplemented with medication and therapy for more extreme cases (Lowe et
al., 2004).
Generalized Anxiety Disorder in High School
Anxiety is very prevalent in the educational environment. Schools tend to pose
numerous stressors instantaneously in a single setting. This can be detrimental to an
adolescents’ social and emotional well-being as well as academic performance (Roeser,
Strobel, & Quihuis, 2002). As stated earlier, anxiety is typically recognized as early as
age twelve and progressively becomes more intense as the child advances through
school (Beesdo et al., 2009). Common anxieties faced in a high school educational
setting include peer pressure, test anxiety, social interaction, personal identity creation,
independence, and relationships (Tompkins & Martinez, 2009).
Educational Environments
American children and teens spend about 32.5 hours a week attending school
and 4 hours a week on homework (Swanbrow, 2004). With this being said, it is
important to understand the impact of the learning environment on students and their
academics. Schools are often described as behavior settings and must be understood as
a transactional framework (Lippman, 2010, p.19). The relationships between the human
and non-human elements become a major influence on the learner and provide
opportunities for learning. “The learner influences their social and physical learning
environments, which in turn influence the behavior of the learners” (Lippman, 2010, p.
19).
School as a Community
The school setting should also be recognized as a community. The individuals
within the environment have mutual interests and goals. However, in order to fully
Adolescent Anxiety and Engagement in High School 14
understand the community, the individual elements must be understood as well as
their relationships to one another. These elements include practice, meaning, identity,
and community (Lippman, 2010, p.22).
Practice involves the working relationship between individuals and others in a
physical environment. To practice learning, one must engage in individualized or group
learning activities. Meaning is a result of the individual’s personal participation and the
reinforcement of the concepts that make up the learning environment. This provides the
students with the opportunity to better understand themselves and the environment as
well as their own personal identity. Identity is a combination of acquiring knowledge
from experiences and transforming it to become personal history. Not only do
individuals form identities for themselves, but also form identities for others through
collective transactions (Lippman, 2010). The community is the physical environment in
which learning takes place. It also fosters the social aspect, providing a place for
students to become fully engaged. The design of the environment may display specific
programming that directly demonstrates the schools pedagogy, in turn influencing the
social environment. Overall, the community should foster differing learning styles as
well as promote opportunities for students and teachers to evolve their own identities
(Lippman, 2010).
Traditional classrooms did not typically foster this communal way of thinking.
Instead, the traditional classroom setting forced learning to become passive and teacher-
centric. Much research has found that upcoming generations no longer benefit from the
traditional teaching style. Rather, students today, prefer to be active and fully involved
in the learning process. Technology has made it possible for the teacher to move from
the front of the classroom and become an integrated member within the learning
environment. However, the physical environment has seen little change. It is now more
Adolescent Anxiety and Engagement in High School 15
evident than ever that learning spaces should be intentionally created to harmonize
with new learning and teaching styles (Oblinger, 2006).
New Educational Place-Types
When exploring new educational place-types, Nair, Fielding, and Lackney (2009)
suggest the outdoors as the place to start. The outdoors should be used as an extension
of the classroom. By bringing learning outdoors, the teacher and students engage in
activities which typically do not happen indoors. Large, messy projects, gardening, and
nature walks are only a sampling of the types of activities which could take place in an
outdoor learning environment (Nair, Fielding, & Lackney, 2009).
Flexibility and adaptability are other newly adapted ideas in the learning
environment. Flexibility does not simply refer to moveable walls between classrooms.
The changes to be made should be easily adapted and have the ability to change daily.
Adaptability should also address what cannot be changed. This involves the building
ergonomics including natural ventilation, daylight, and acoustics. By addressing these
things, human needs are accommodated rather than current practice (Nair et al., 2009).
The idea of learning communities has been around for centuries. These learning
communities, as outlined by David Thornburg (2001), take into consideration basic
human needs. He proposed three “primordial learning metaphors” which consider
these human needs: the campfire, the watering hole, and the cave.
Thornburg (2001) states, “one of the distinguishing features of humans is that we
are storytellers”. This is an important feature when it comes to learning. Storytelling has
been a major source of teaching for thousands of years. This form of teaching commonly
brings an opportunity for multiple interpretations. This quality allows adults and
children to enjoy the same story together. Throughout history, storytelling commonly
Adolescent Anxiety and Engagement in High School 16
took place in sacred places, typically surrounding a fire. Thus, the campfire represents a
learning environment where the speaker is the main focus (Thornburg, 2001).
Just as campfires have stood the test of time, watering holes are of equal
importance. Nearly every species on the planet has the need to gather at a central source
of water. This ‘hub’ serves as the place for people to share information with their
neighbors. Thus, the watering hole became the place for people to learn from their
peers. This offered a new type of learning community which was less formal. “Each
participant at the watering hole is both learner and teacher at the same time”
(Thornburg, 2001). The watering hole should remain alive and well in schools today.
“Any disconnection from this informal learning community risks a disconnection from
one of the things that makes us human” (Thornburg, 2001).
The main focus of campfires and watering holes is the gathering of people and
making contact with peers. However, there comes a time when one must come in
contact with himself. The importance of alone time has also been noted throughout
history. Indigenous people of the Americas practiced a formalized “vision quest” where
the learner would spend two days in a remote cave in hope of gaining inner wisdom
which could guide him through the next stage of life (Thornburg, 2001). This is also
applied to learning. Often times, knowledge will need to be internalized rather than just
externally accepted. This internalization is commonly best achieved during a quiet
moment alone in a space that can best be described as a cave (Thornburg, 2001). All
three types of spaces are critical to learning.
“Learners have long gathered around campfires, watering holes,
and have isolated themselves in the seclusion of caves. They have
experienced all these learning environments in balance and, if the
balance is offset, learning suffered” (Thornburg, 2001).
Adolescent Anxiety and Engagement in High School 17
Engagement in Schools
Two of the three basic patterns of learning, campfires and watering holes, focus
on engagement: engagement between the teacher and the student, and engagement
among students. There has been a general agreement in school reform literature
concerning conditions that contribute to student success (Wang & Eccles, 2012). One of
the most predominate conditions for student success in contemporary education is
engagement (Wang & Eccles, 2012). Active school engagement is not only vital to a
student’s educational success but also to success in becoming an adequate member of
society (Wang & Eccles, 2012). However, studies show that students become more
disengaged as they progress through school. By high school, 40% to 60% of students
become chronically disengaged, not counting those who have already dropped out
(Klem & Connell, 2004).
Types of Engagement
A study by the American Educational Research Association (2004) states school
engagement is a multidimensional structure that can be defined in three ways:
behavioral, emotional, and cognitive engagement (Fredricks, Blumenfeld, & Paris,
2004). Behavioral engagement fosters the idea of participation and includes involvement
in school-related activities. This type of engagement is said to be crucial in the
achievement of positive academic outcomes and the prevention of dropping out of
school (Fredricks et al., 2004; Wang & Eccles, 2012). Emotional engagement incorporates
the positive and negative reactions in the classroom. This could be a reaction to the
teacher, classmates, academics, and the school itself. It is presumed to create personal
identification and sense of belonging and influence ones willingness to complete work
(Fredricks et al., 2004; Wang & Eccles, 2012). Cognitive engagement deals with one’s
Adolescent Anxiety and Engagement in High School 18
motivation to learn as well as self-regulated learning approach. This includes a personal
eagerness to put forth the effort necessary to understand the material (Fredricks et al.,
2004; Wang & Eccles, 2012).
Klem and Connell (2004) suggest that engagement can be defined and measured
in two different ways: ongoing engagement and reaction to challenge. Ongoing
engagement follows the multidimensional construct (behavioral, emotional, and
cognitive engagement) as defined by Fredricks, Blumenfeld, and Paris (2004). Reaction
to challenge, on the other hand, is a less-frequently used area of engagement. This
component refers to coping strategies for dealing with challenges, particularly when the
student is faced with anticipated failure in school. Here, the student must decide if
he/she will engage or withdraw. In this situation, an optimistic student will form a plan
and attempt to prevent the problem in the future. Contrarily, students who are
threatened by the situation tend to react to perceived failure by dodging the situation
mentally or physically. When the issue arises in the future, the student will avoid or
delay the activity as long as possible. At this time, anger, blame, denial, and anxiety
begin to surface (Klem & Connell, 2004).
External Influences
Teacher support has been proven to play a large role in engaging students in the
classroom (Fredricks et al., 2004). This includes both academic support and
interpersonal support. A child’s initial behavioral engagement can influence this
relationship with the teacher. Research shows that there is a direct correlation between
teacher involvement and student engagement. The higher the student’s engagement,
the greater the teacher involvement and vice versa (Fredricks et al., 2004). This study
shows that students who do not feel positively supported by their teachers are more
likely to drop out of school (Fredricks et al., 2004). The idea is that the student-teacher
Adolescent Anxiety and Engagement in High School 19
relationship is balanced. The academic and the social environments must both benefit
the student. If the focus falls only to academics, students are likely to experience
emotional disengagement and become more concerned and worried about making
mistakes (Fredricks et al., 2004).
Research shows students often cluster together in peer groups with similar levels
of engagement. Students who associate themselves with highly engaged peer groups
increase their levels of behavioral engagement throughout the school year (Fredricks et
al., 2004). Studies show that peer acceptance plays a vital role in school satisfaction and
emotional engagement. Students who are often rejected during elementary school years
commonly display poor conduct and lower levels of classroom participation. Peer
rejection also increases the probability of dropping out of school (Fredricks et al., 2004).
Ideally, students engage in subjects that they are most interested in. Students
who are intrinsically motivated are more likely to seek out challenges (Institute of
Medicine (USA) et al., 2003). Some students are able to internalize the value of a good
education. When this occurs, the subject of study does not directly impact the student’s
motivation to learn. This is often a result of the student having observed a significant
role express similar values (Institute of Medicine (USA) et al., 2003).
Anxiety and Engagement: How They Impact Each Other
Dr. Amanda Gamble (2009) suggests that anxiety leads to poor academic
performance and underachievement. It is believed this underachievement is caused by
the student’s poor engagement in school. Highly anxious students often delay tasks that
require communication and social interaction. Consequently, they miss the benefits of
collaborative and interactive learning (Gamble, 2009). Often times, students will act less
socially competent in order to lower anxiety by avoiding peer interactions perceived as
Adolescent Anxiety and Engagement in High School 20
potentially threatening situations. High standards at school can also lead to an increase
in anxiety. When a student reaches an inability to meet expectations, it is perceived as
failure and the student becomes increasingly anxious (Gamble, 2009).
Gamble (2009) points out a cyclical pattern in students who suffer from low
engagement and high anxiety levels (Figure 2). First, there is a noticeable decrease in
school engagement, causing a cognitive interference. The student then shows poor
academic achievement despite true potential. Motivation to participate in academics is
decreased and the student begins to increasingly think less and less of himself. This
negative self-evaluation results in increased anxiety and the cycle starts over again
(Gamble, 2009).
Figure 2: Cycle of Anxiety and Disengagement (Created by Author)
Restorative Environments
The Psychology Dictionary (n.d., para. 1) defines restorative environments as “any
surroundings or natural setting which assists in rejuvenation or recovery from tension
Cognitive Interference + Decreased Engagement
Poor Achievement Relative to Potential
Decreased Motivation to Study or Participate
Negative Self-‐evaluation & Academic Self
Concept
Increased Anxiety
Adolescent Anxiety and Engagement in High School 21
or chronic fatigue.” Kaplan (1983 as cited in Korpela, 1991, p. 371) states that restorative
environments are “the kinds of settings in which [people] can recover their capacity and
fend off distraction and coercion” and helps one recover from a state of mental fatigue
(Kaplan & Kaplan, 1989). Mental fatigue is a decrease in cognitive performance due to
extended periods of cognitive activity (Marcora, Staiano, & Manning, 2009). It is a
common result of overworking, mental stress, overstimulation and under-stimulation,
depression, boredom, and lack of sleep (Marcora et al., 2009).
Third Place
Oldenburg (1999) defines three place types which people identify with: First
Places, Second Places, and Third Places. In contradiction to First Places (the home) and
Second Places (work), Third Places allow people to put aside their daily concerns and
enjoy the company and the conversation around them. Oldenburg (1999, p. 20) states
that “the third place is the peoples’ own remedy for stress, loneliness, and alienation.”
He outlines eight characteristics that third places should follow.
1. Must be on neutral ground. Neutral ground means individuals must be able to
come and go as they please. No member is required to play host to others, and everyone
feels at home (Oldenburg, 1999).
2. Should act as a leveler. The place should be fully inclusive and accessible to the
general public. There should be no formal criteria for membership. The idea is to
expand possibilities for friendships rather than being concerned with social rank. A
place which is a leveler allows individuals to know their workmates in a fuller light
than is possible in the workplace (Oldenburg, 1999).
Adolescent Anxiety and Engagement in High School 22
3. Conversation is the main activity. Nothing indicates a Third Place better than
good conversation. Talks should be lively, colorful, and engaging. The conversation
works with the leveling factor of the Third Place (Oldenburg, 1999).
4. Accessibility and Accommodation. Third Places have traditionally kept long hours
in order to serve the public when they have no other responsibilities. The place must be
ready to serve the needs of the people in the intervals before, between, and after
mandatory responsibilities elsewhere. The location of a Third Place must be accessible
and not too far from the home. If it is too far, it becomes inconvenient and people will
not go (Oldenburg, 1999).
5. Host a stream of regulars. The company of fellow customers attracts regular
visitors. The number of regulars does not matter as long as they are able to set the
mood. The staff members must also be inviting in order to keep newcomers returning
(Oldenburg, 1999).
6. Keep a low profile. The Third Place is typically plain and unimpressive in
physical appearance. They are not typically advertised. Third Places have a sense of
homeliness and are commonly found in older establishments. By not having a shiny
new look, strangers are kept to a minimum (Oldenburg, 1999).
7. The mood is playful. The Third Place keeps a persistent playfulness in spirit.
Happiness and acceptance trump anxiety and alienation. The environment fosters a
feeling of being ‘apart together’ (Oldenburg, 1999).
8. A home away from home. Although the home and the Third Place are very
different by definition, the Third Place must have a feeling of ‘homeness’. One
individual speaks of his coffee shop, stating, “other than my home, this is the only place
where I know I’m going to be everyday at about the same time.” However, regularity is
not enforced (Oldenburg, 1999).
Adolescent Anxiety and Engagement in High School 23
Oldenburg (1999) concludes that Third Places do not replace the home’s ability to
regenerate and restore. Rather, the Third Place brings on a regeneration of spirit and
moments to unwind. The individual gains a sense of ownership in the place and feels
completely ‘at home’. In turn, these settings have a warmth about them that radiates
from the friendliness of the environment. Although Third Places are commonly
associated with settings frequented by adult consumers (coffee shops, bars, athletic
clubs, dinner clubs, etc), it is possible that teenagers may also generate their own Third
Places in boys and girls clubs, shopping malls, game arcades, sports arenas, libraries,
and other settings that become the “hangout” for either groups or individuals after
school, evenings and weekends. Korpela (1992) refers to these Third Places for teens as
Favorite Places.
Favorite Place
Much like Oldenburg’s theory of Third Place, Korpela (1992) observes that
adolescents use particular settings for emotional and self-regulation. These types of
regulation align closely with place identity, place attachment, and restorative
environments and are most commonly referred to as ‘favorite places’ ( Korpela, Hartig,
Kaiser, & Fuhrer, 2001). Place identity is formed by experience and awareness in places
which have a role in the regulation of a person’s emotional balance ( Korpela et al.,
2001). Place attachment applies place identity to places and allows them to develop and
maintain their identities ( Korpela et al., 2001). Restorative experience happens through
emotion and self-regulation and commonly involve positive mood change and offset
feelings of stress and attentional fatigue (K. M. Korpela et al., 2001).
Adolescent Anxiety and Engagement in High School 24
Attention Restoration Theory
Favorite places enable experiences commonly related to restorative environments
as defined by Kaplan and Kaplan (1989) (also cited in Korpela & Hartig, 1996). A
restorative environment aids in the recovery of mental and attentional fatigue.
Mental/Attentional fatigue is the result of excessive directed attention and can be
caused by stress or excessive hard work on a project one enjoys (Korpela, 1991). Kaplan
and Kaplan (1989) propose Attention Restoration Theory (A.R.T.) as a way to offset
mental fatigue. They define four factors that characterize the person-environment
interaction which happen in restorative settings: being away, fascinations, extent, and
compatibility (Korpela, 1991).
Being away deals with putting aside the work and taking a moment to rest. It
does not mean literal distance, but refers to separation of focus from the experience of
the typical workday. By separating oneself from work, the mind is able to be restored
(Korpela, 1991).
Fascinations, also frequently called ‘soft fascinations’, attract people and keep
them from getting bored. This allows the individual to function without having to use
directed attention. Fascinations leave room in the mind for other thoughts and allow the
mind to wander. Things like clouds, rustling leaves, patterns created by light, and even
fish swimming in an aquarium are possible examples of environmental contents having
fascinating qualities (Korpela, 1991).
Extent is a feeling of being in a different world. It gives the sense of there being
more than what is initially perceived. For example, a small room can create extent
through intensity rather than through a suggestion of largeness (Korpela, 1991).
Adolescent Anxiety and Engagement in High School 25
Compatibility allows for a sense of oneness with the environment. An individual
pursues his goals in an environment that supports his needs. When the environment is
a good fit, the individual is allowed to be in a reflective frame of mind (Korpela, 1991).
Literature Review Conclusion
High school aged children are at high risk of developing an anxiety disorder
(Lowe et al., 2004). Research shows that traditional educational settings typically
produce an unnecessary amount of stressors (Roeser et al., 2002) and school
environments have one of the highest rates of anxiety for teens (Lowe et al., 2004). Due
to the extended amount of time teenagers spend in the school environment, there is
urgency to address issues with anxiety, great or small. Although there is emerging
information on teen anxiety and the effects of anxiety on learning, there is little research
exploring how the physical setting can be altered to improve educational performance
and off-set stressors for adolescents suffering from anxiety or an anxiety disorder.
Improving the organization of the physical environment and providing options
that benefit multiple personality types could significantly improve adolescents’
academic performance and their quality of life (Nair et al., 2009). By applying
restorative design qualities to the educational environment, the interior may improve
behavioral concerns and coping abilities within the school as well as everyday life.
Adolescent Anxiety and Engagement in High School 26
Data Collection
Introduction to Research Methodologies
A mixed method approach was implemented in order to obtain both quantitative
and qualitative outcomes. In addition to a literature review, a series of precedent
analyses were conducted to explore high school facilities, higher education communal
spaces, and restorative environments. This effort informed this design-research by
providing analysis of critical elements contained in existing examples of targeted
placetypes. A first-hand look at current high school facilities was obtained through site
visits and observations at both public and private institutions, including Lowndes High
School, Valwood Upper School, and Westminster School. In addition, a series of
interviews and focus groups were held with multiple high school faculty members,
ranging from counselors, teachers, principals, and directors, in addition to student focus
groups.
Precedent Studies
Intent
The intent of these case studies is to gain a better understanding of how three defined
place types provide elements or characteristics aimed at assisting learning.
Criteria
The following criteria were used in the analysis of each environmental setting or
placetype: presence of educational place types, progam elements, visual connections,
sustainable features, implementation of technology, furnishings, elements of spatial
identity, and restorative features (if present). Additional information on each of these
features or characteristics is presented below.
Adolescent Anxiety and Engagement in High School 27
Educational Place Types: Campfire spaces, watering hole spaces, and cave spaces.
Campfire space, a typical traditional classroom setting or any other area
designed for storytelling as a way of sharing information. Watering hole space , a space
where students learn through peer to peer interactions, typically happening in common
areas, such as libraries, labs, or work centers, but could also happen in other settings
such as cafeterias or other areas where students gather. Cave space, a cubby or niche
where a student can retreat for individualized learning. It is also important to consider
design of spaces for different types of learning based upon Multiple Intelligences.
Multiple Intelligences is a theory that categorizes intelligence into different modalities
rather than a single ability. The nine intelligences include musical, visual, verbal,
logical, bodily, interpersonal, intrapersonal, naturalistic, and existential (Nair et al,
2009). In order to accommodate each of these types of intelligence, a variety of learning
spaces is needed (Nair et al, 2009).
Programmatic Analysis
The intent of a programmatic analysis is to understand where each of these three
educational place types occurs within a school in its entirety as well as the proximity of
these spaces to one another and to other spaces.
Visual Connections
An analysis of visual connectivity will explore elements of safety and security
within the school as well as transparency between spaces within the program. Safety
and security, plays a critical role, according to Kaplan and Kaplan in promoting
personal awareness and comfort within a space, therefore decreasing occupant anxiety.
The presence of visual connections also plays a key role in providing prospect and
refuge, an environmental characteristic originally developed by Appleton (1975, p. 63).
Refuge in this theory is seen as a semi-enclosed space, which promotes feelings of safety
Adolescent Anxiety and Engagement in High School 28
and relaxation, whereas a prospect space (the view to the open adjacent space) is
stimulating and exciting (Appleton, 1975).
Sustainability: Daylighting, views, and outdoor connections.
An analysis of sustainable efforts is important to understand how certain
sustainable practices proven to effect learning are put to use within the space. A focus
will be placed on three major sustainable elements: Daylighting, views, and outdoor
connection. Daylighting has been connected to improved student performance and
increased attendance (Innovative Design, Inc., 2004). In addition, daylight and the
inability of access to daylight and its impact upon circadian rhythms has been
demonstrated to greatly impact sleep patterns, sleep deprivation, stress and mood
disorders (Leslie, Smith, Radetsky, Figueiro, & Yue, 2010). Views and outdoor
connection are important to consider for their ability to provide soft fascinations, extent
and momentary feelings of being away, all of which can fight mental fatigue, stress and
anxiety.
Use of technology
An analysis of technology will be used to determine the extent of technological
use or the provision for use of technology within the environment. Technology has been
seen as both a benefit and hindrance to school engagement, depending upon type of
technology and approach in use (McDowell, 2013).
Analysis of furnishings
An analysis of furnishings used within the specific spaces offers a better
understanding of how the furniture is helping or hindering learning and engagement
within the space. This will be determined by evaluating the mobility and adaptability of
the furniture, as well as, comfort and appropriateness. Palette of posture developed by
Steelcase (2012) will also be taken into consideration, revealing areas where lounge
Adolescent Anxiety and Engagement in High School 29
seating, task seating, and standing can take place in order to reflect the new ways of
working (or learning) that have emerged due to today’s advancements in technology
and varying work styles.
Spatial identity: Scale, form, material, color
This analysis will focus more on the appearance of the space and the use of basic
design principles to achieve a pleasing and comfortable setting.
Adolescent Anxiety and Engagement in High School 30
Jeremiah E. Burke High School
Figure 3: Jeremiah E. Burke High School (Broome, 2014)
Jeremiah E. Burke High School is a unique compilation of programs. The 1934
school and the nearby public library were in dire need of a renovation. The result is the
first collaboration of its kind. The overarching program includes a community center,
the Boston Public Library, and a public high school. Design was conducted by Boston-
based Schwartz/Silver Architects (Broome, 2014).
The new wing of the school is comprised of the school gym, the high school
library, and the public library. In order to keep the public library and the community
Architects: Schwartz/Silver Architects Location: Boston, Massachusetts Completion: January 2012 Scope: 65,000 sf new construction
Adolescent Anxiety and Engagement in High School 31
center on the street level, the gym was placed on an upper level, leaving the high school
library sandwiched in between. Connection between each component was planned so
that facilities could be shared after the schools operating hours (Broome, 2014).
The design is flexible and user-friendly through the effectively managed
circulation with controlled access between different programs. With safety as a major
concern, the architects were sure to concentrate on maintaining transparency and
openness throughout the renovation.
Programmatic Components:
• “Living Room” • Children’s Room • Meeting Space and Workrooms • Studio Production • Media Center • Library Collections • Career Center • Study Rooms • Auditorium • Gymnasium with weight room
The floor plans on the following page represent the overall layout of the facility
with the major space types highlighted. Jeremiah E. Burke High School has a strong
balance of group-learning opportunities (watering holes) and escapes (cave spaces) for
individual learning. The architects took advantage of the corners, nooks, and crannies
to maximize moments of activity. Vertical circulation was also considered when placing
specific space types in order to minimize noise and disruptions. The placement of
library stacks also act as noise barriers and zoning tools. Overall, the space seems to be
well balanced.
Adolescent Anxiety and Engagement in High School 32
Figure 4: Jeremiah E. Burke - First Floor Plan (Broome, 2014)
Figure 5: Jeremiah E. Burke - Second Floor Plan (Broome, 2014)
Figure 6: Jeremiah E. Burke - Third Floor Plan (Broome, 2014)
Adolescent Anxiety and Engagement in High School 33
Environmental Considerations:
• Open library • Seating for multiple intelligences • Provisions of prospect and refuge • Daylight and views
The images shown below emphasize the implementation of cave-like spaces and
watering hole space. Campfire spaces happen in other areas of the overall program as
seen in the previous floor plans. Cave space can be seen in the niche that was created
underneath the staircase as well as individualized seating opportunities. Watering hole
space becomes evident in the table groupings found within each library while the
computer stations offer both hypothetical cave space as well as watering hole space.
Figure 7: Boston Public Library at Jeremiah E. Burke (Broome, 2014)
Adolescent Anxiety and Engagement in High School 34
Figure 8 Children's Section of Library (Broome, 2014)
Figure 9: High School Computer Lab (Broome, 2014)
The use of technology in the space creates hypothetical cave spaces, meaning that
the computers and study carrels (pictured above) are set up to encourage individual
work rather than collaboration. The hypothetical caves could be more successful if
visual barriers were more prominent. Small group tables are placed adjacent to the
computer stations to accommodate group learning when needed or desired.
Seating is arranged in an array
of groupings to allow different
user experiences. Furnishings
range from hard-surfaces to
soft lounge seating. The
exterior glazing allows ample
daylighting into the space as
well as provides views to the
outdoors.
Adolescent Anxiety and Engagement in High School 35
Lynnwood High School
Figure 10 Lynnwood High School Exterior View (Logan, 2014)
Lynnwood High School’s 1969 campus was notable for poor exterior circulation
between dilapidated blocks of classrooms. In 2004, Bassetti Architects redesigned
Lynnwood High School’s campus plan, with particular focus on a new approach. The
group decided to pursue an urban planning process rather than the typical campus
planning. The new approach provided Lynnwood with a unified campus with linked
centers in a variety of scales (Logan, 2014).
The building’s urban design approach provided a non-typical approach to scale
for the campus, as well as, created a community for the students to inhabit. The typical
metal panel and concrete block envelope possesses shading devices, light shelves and
passive-ventilation louvers, bringing texture and complexity to the facade. The school
exceeds the state’s energy code by 50 percent (Logan, 2014).
Architects: Bassetti Architects Location: Bothell, Washington Completion: 2009 Scope: 219,768 sf
Adolescent Anxiety and Engagement in High School 36
The building is organized into four two-story clusters that face the central Agora
(Figures 11 and 12). These clusters are comprised of an athletic and library cluster, an
arts cluster with a theatre, and two classroom clusters. Each cluster forms an edge of the
Agora with enclaves and student display space that invites community interaction.
Specific functions within the space are signified by the use of form, material, and color.
To enhance the Agora, each classroom cluster is centered on its own gathering space,
linking classrooms, break rooms, and administrative offices.
Figure 11 Lynwood High School - First Floor Plan (Logan, 2014)
Adolescent Anxiety and Engagement in High School 37
Figure 12 Lynnwood High School - Second Floor Plan (Logan, 2014)
Programmatic Elements:
• The Agora • Cafeteria • Event and Performance Space • Study Hall • Village Square • Display Space • Library • Arts Center with Theater
Adolescent Anxiety and Engagement in High School 38
Figure 13 The Agora (Logan, 2014)
Figure 14: Exterior and Interior Circulation (Logan, 2014)
In the overarching urban plan, the Agora (Figure 13) becomes ‘Main Street’ or the
town square, offering dining, display, and social moments. The architects took
advantage of both indoor and outdoor circulation to maximize the use of space and
encourage the use of the outdoor walks as possible outdoor classrooms. These
unprogrammed moments lend themselves to becoming major social connection spaces
among the student body.
Adolescent Anxiety and Engagement in High School 39
Marselisborg High School
Figure 15 Marselisborg High School Exterior View (Furuto, 2011)
Located in the center of Aarhus City, Denmark, Marselisborg High School
continues to meet the high demands of modern high school education. The high school
is renowned, rich in history and tradition. However, the new addition is anything but
traditional. The new structure features a new wing of classrooms, a two-story high
canteen, and a multi-use gymnasium. Through the use of transparency, GPP Architects
created ample daylighting and views to the beautiful scenery surrounding the campus
(Futuro, 2011).
The addition acts as a bridge between buildings, creating an indoor street and a
natural gathering place for students. The canteen (Figure 16) has become the new social
center for the school. The first floor connects to the new classroom wing to the existing
Architects: GPP Architects Location: Aarhus, Denmark Completion: 2013 Scope: 52,743 sf
Adolescent Anxiety and Engagement in High School 40
school. The monumental staircase creates a place to hang out and connects the canteen’s
ground floor to the first floor of the classroom wing.
Figure 16: The Canteen (Furuto, 2011)
The new sports facility (Figure 17) is partially underground to fit the scale of the
surrounding buildings. A transparent structure connects the gym to the remainder of
the school and features a café and a common area where users can watch sports, do
homework, or dwell with others (Futuro, 2011).
Figure 17: Spaces of Activity – Monumental Stair, Gymnasium (Furuto, 2011)
Adolescent Anxiety and Engagement in High School 41
The elevation below expresses how the programmatic elements work together to
form a cohesive school.
Figure 18: Lynnwood High School Building Section (Furuto, 2011)
Programmatic Elements:
• The Canteen • Gymnasium • Bridge • Monumental Stair • Classroom Wing
Figure 19: Diagram of Building Relationships (Furuto, 2011)
The diagram shown in Figure 19 demonstrates how the additional newly
constructed spaces work together with the existing school building. Floor plans (Figure
20) demonstrate how cave spaces, campfire spaces, and watering hole spaces layout
within the school. Campfire spaces and watering hole spaces are the space types most
prominently provided.
Adolescent Anxiety and Engagement in High School 42
Figure 20: Marselisborg High School - Floor Plans (Furuto, 2011)
First Floor Plan
Second Floor Plan
Adolescent Anxiety and Engagement in High School 43
Desiderata Alternative High School
Figure 21: Desiderata Alternative School (Jones Studio, 2011)
Desiderata Alternative High School is a specialized school that is dedicated to
helping adolescents with emotional disorders fulfill the dream of attaining a high
school diploma. The school’s program, in addition to general education, also focuses on
mental health and basic life skills for its 286 students. The school serves tenth grade
through twelfth grade (Jones Studio, 2011).
Architects: Jones Studio Inc. Location: Phoenix, Arizona Completion: 2006 Scope: 30,000 sf
Adolescent Anxiety and Engagement in High School 44
Figure 22: Desiderata Alternative School – Interior (Jones Studio, 2011)
The architects added an exterior courtyard within the campus walls to be
used for recreation and outdoor classroom opportunities. The open courtyard also
allows ample daylighting to spill into the hallways of the building. Colored films were
added to the exterior windows in an effort to “de-institutionalize” the space and create
a varied learning environment for the students. The building also features skylights
scattered throughout the building’s infrastructure that distribute daylighting to the
classrooms (Jones Studio, 2011).
Programmatic Components:
• Administration • Classrooms • Dining • Therapy • Fitness
An intriguing ceiling feature (shown in Figure 23) runs the length of the major
concourse, giving visual differentiation between spaces. This acts as wayfinding as well
as brings texture and visual interest into the space.
Adolescent Anxiety and Engagement in High School 45
Figure 23: Main hallway - Ceiling Feature (Jones Studio, 2011)
Figure 24: Classroom Interiors (Jones Studio, 2011)
Despite the architects’ efforts, the classroom spaces seem to be very institutional.
The traditional furnshings layout in the classrooms (Figure 24 - Right) suggests a
teacher-centric teaching style and the Smart Board appears to be placed inappropriately
to gain student focus. Other spaces, such as the instructional kitchen (Figure 24 - Left),
Adolescent Anxiety and Engagement in High School 46
begin to suggest innovative collaborative learning opportunities, yet the finishes seem
very institutional.
The floor plan diagram (Figure 25) emphasizes the outdoor courtyards placed
throughout the school. Programmatic areas are clustered for ease of navigation. The
campfire spaces (classrooms) share a wing of the building, while administration and
public spaces are clustered to the opposite side of the building. The clustering of
therapy areas allows maximum privacy for the students as well. In addition to the
named classrooms and public areas, the architects have included a strip of small cave
spaces off the main circulation path, where students can escape stressors.
Figure 25: Desiderata High School - Floor Plan (Jones Studio, 2011)
Adolescent Anxiety and Engagement in High School 47
Clough Commons at Georgia Institute of Technology
Figure 26: Clough Commons (G. Wayne Clough Learning Commons, 2014)
The G. Wayne Clough Learning Commons (Clough Commons) is a
multidimensional facility for university-level collaborative learning, student support,
and social life. The building accommodates a wide variety of spaces from auditoria to
small study nooks. Specialty classrooms focused on experiential learning can also be
found within the learning commons. Breakout rooms and adaptable space allow for
various types of learning to happen. A centrally located monumental staircase supplies
vertical circulation while encouraging the use of the stairs rather than the energy-
consuming elevators. The staircase also provides a gathering space for students to study
or socialize (G. Wayne Clough Learning Commons, 2014).
Architects: Bohlin Cywinski Jackson Location: Atlanta, Georgia Completion: 2013 Scope: 220,000 sf
Adolescent Anxiety and Engagement in High School 48
Figure 27: Clough Commons Interior – Help desk and Starbucks Coffee Corner (Created by Author)
Rather than providing administrative and departmental offices, Clough
Commons provides student-centered success programs such as a writing center and
student support services. A central help desk is located on the ground level to acts as
the core for these services. When students are not in class or studying, they can break at
the Starbuck’s coffee counter located on the main floor (G. Wayne Clough Learning
Commons, 2014).
Adolescent Anxiety and Engagement in High School 49
Figure 28 (left): Tech Green (G. Wayne Clough Learning Commons, 2014)
Figure 29 (right): Niche with outdoor appearance (G. Wayne Clough Learning Commons, 2014)
Along with the flexible interior, Clough Commons offers an abundance of
outdoor opportunities. The ‘Tech Green’ (Figure 28), a rooftop green space, serves as a
social destination while also harvesting daylight and collecting rainwater. The facility’s
site also offers a lush lawn for outdoor recreation or learning. Some of the interior
niches embrace the connection to outdoor spaces (Figure 29), taking full advantage of
the views to nature as well as the Atlanta skyline.
The floor plan diagrams (Figure 30) explain how the layout of the space assists
with wayfinding throughout the commons. The building is divided into a west wing
and an east wing, and color-coded to make navigation as easy as possible.
Above: Figure 29
Adolescent Anxiety and Engagement in High School 50
Floor 1 Floor 2 Floor 3
Floor 4 Floor 5
Figure 30: Clough Commons Floor Plans 1-5 (G. Wayne Clough Learning Commons, 2014)
Adolescent Anxiety and Engagement in High School 51
York University Learning Commons
Figure 31: York University - Scott Library (York University Learning Commons, 2012)
The main floor of Scott Library at York University houses a learning center
designed particularly for the university’s diverse student body and the collaborative
learning methodology employed by the school. In order to maintain the buildings
existing structure, the architects focused mainly on interior elements. Bold colors and
simple geometries create new levels of scale within the space while giving the space a
fresh modern look. Permanent fixtures were kept to a minimum to allow growth and
flexibility within the space (York University Learning Commons, 2012).
The Learning Commons provides students with many different learning
opportunities, in both group and individual settings. Various seating opportunities
available include desks, booths, lounge chairs, and even specialized spaces on the floor
(Figure 34). Zoning within the space allows students the opportunity to work in active,
noisy areas or quiet, enclosed areas. The library houses a centrally located circulation
Architects: Levitt Goodman Architects Location: Scott Library, Toronto, Canada Completion: 2010 Scope: 17,000 sf
Adolescent Anxiety and Engagement in High School 52
and help desk and easily maneuverable furnishings among the stacks. ‘The Salon’
(Figure 32) is a centrally located area behind the stacks in the library where students can
get cozy in oversized armchairs and enjoy a quiet learning environment. Private study
rooms are available as well (York University Learning Commons, 2012).
Figure 32: The Salon (Right) and The Hub (Left) (York University Learning Commons, 2012)
‘The Hub’ (Figure 32) sits directly adjacent to the library, providing semi-
enclosed ‘Learning Pods’ (“York University Learning Commons” 2012). The semi-
enclosed space provides a sense of prospect and refuge while give visual connection as
well. Many of the furnishings provide built-in power sources, TV monitors, and
shelving for personal belongings. Walk-up computer stations line the walls to
accommodate quick tasks (Figure 33).
Figure 33: Learning Pods (York University Learning Commons, 2012)
Adolescent Anxiety and Engagement in High School 53
Adjacent to the Hub lies the Collaboratory, featuring a landscape of steps
referred to as ‘The Hill’ (Figure 34). At The Hill, students can gather and spread out on
the floor for a group project or just to get in some social time. The area could also be
used as an amphitheater-style presentation space. Booths equipped with monitors line
the Collaboratory for group meetings, small group presentations, or teleconferencing
(Figure 35 – Right). On the opposite side of the booths, individuals can perch at small
personal desks with power sources available (Figure 35 – Left).
Figure 34: The Hill (York University Learning Commons, 2012)
Adolescent Anxiety and Engagement in High School 54
Figure 35: Booth Seating with Adjacent 'Perch' (York University Learning Commons, 2012)
The floor plan diagram (Figure 36) demonstrates the relationships between the
main components of the learning center. Zoning and variety are the keys to success for
the space. This particular project shows great implementation of cave spaces and
watering hole spaces working together for an optimal learning experience outside of the
classroom.
Adolescent Anxiety and Engagement in High School 55
Figure 36: York University's Scott Library - Floor Plan (York University Learning Commons, 2012)
Adolescent Anxiety and Engagement in High School 56
Precedent Study Conclusion
A major pattern identified throughout the precedent studies included the
integration of three major place types: campfire space, watering hole space, and cave
space into main gathering areas and circulation paths. Whether the projects were large
or small, each project included a minimum of two of the three spaces, and in most cases
all three. However, the balance between the types of spaces seems to be skewed in some
precedents.
Campfire spaces are present in all of the reviewed projects. Some campfire
spaces were in the form of traditional classrooms, others in presentation or auditorium
spaces. . Classrooms were consistently clustered and often adjacent to small watering
hole spaces. In instances where classroom clusters resemble neighborhoods, each
neighborhood is given its own watering hole.
Cave spaces could present potential security issues. Therefore cave spaces were
often seen as ‘suggested caves’ or ‘hypothetical caves’, meaning the space was not fully
enclosed or not enclosed at all. However, having some sort of defensible space allows
for a more successful cave, whether low panels to block peripheral vision or a canopy
overhead providing for a sense of place which aids in defining the space. Precedent
studies demonstrated that it is important keep visual connection while giving a feeling
of enclosure in creating a cave space. The Learning Pods of York University’s Hub are a
great example of how the relationship between prospect and refuge (or visual
connection between private and public space) can work together. Caves can also exist in
the open by providing a quiet zone with seating for individuals. Furniture placement,
as demonstrated in the precedents, is key to creating open caves.
Visual connection is a recurring theme in the precedents analyzed. The more
successful examples of the watering hole spaces seem to be more open and inviting
Adolescent Anxiety and Engagement in High School 57
rather than closed off. Security is a major concern with schools and visibility is critical.
In many cases in the precedents, the security is placed in a way to maximize visual
connection. This includes providing transparency. The idea of transparency extends
beyond visibility. Transparency is a way to achieve a feeling of community while
connecting with others for learning opportunities. Not only does transparency connect
the interiors, it connects the interior and the exterior as well. Many of the precedents
contain integrated outdoor areas to be utilized as exterior learning opportunities.
Overall, the idea of autonomy or individual control is the key to success. Giving
students control over the environment and supplying them with choice accommodates
a sense of ownership and place identity within the setting. For adolescents, the control
requires set parameters for reasons of safety and security, but is critical especially when
managing stress and anxiety.
The use of technology appears in each of the precedent studies. In many cases,
the technology is integrated into furniture to allow easy access and accessibility.
However, integration of technology could affect the ability to adapt or flex the space.
Individual computer stations appear in almost every project, suggesting that this type
of station is necessary for daily school function. Many of the lab-style computer areas
are isolated within a technology lab or located in a central zone in the library while the
smaller individual stations happen within the vicinity of the learning community.
Furnishings vary by space and offer much variety when compared to traditional
schools. Soft seating appears more and more, verses hard seating and formal desk areas.
Standing height opportunities are also offered for those only needing temporary space
or to discourage students from sitting for long periods of time. This trend in seating is a
reflection of the palette of posture demonstrated in Steelcase’s 2012 whitepaper on
evolving work styles.
Adolescent Anxiety and Engagement in High School 58
Cave spaces in the precedents lend themselves to having more soft seating due to
the use of the space type as a retreat and refuge. Watering holes in the precedents
require a mixture of all three postures due to the many intelligences that come together
in the space. Layouts in watering hole precedents were zoned to suggest quiet zones
versus loud zones. Campfire spaces in the precedents typically only had task seating
but, other postures are known to be slowly making their way into classrooms. Soft
seating could give the classroom a home-like feeling and aid in the decrease of stress.
While standing height work areas could increase activity in the classroom and result in
better student engagement. Of course new teaching modes would need to be
incorporated to accompany these new learning spaces in the classroom, as traditional
lengthy lecture and note taking is not appropriate in these postures.
Site Observations and Interviews
Intent
Site visits allowed a first-hand experience of the facilities being investigated. This
in-depth method allowed details to be recorded that are unlikely to be documented in
any other type of research methodology. Site visits were challenging to accomplish due
to security concerns of schools, especially within the public school system, therefore the
number of site visits are limited. Despite restrictions, three site observations were
granted; two private schools and one public school.
Adolescent Anxiety and Engagement in High School 59
Valwood Upper School
Figure 37: Valwood Upper School Entry (Created by Author)
Valwood is an independent private college preparatory school located in
Valdosta, Georgia. Valwood enrolls students in pre-kindergarten through twelfth
grade. The school was chartered in 1968 and began classes in September of 1969. In the
fall of 2000, the school received a gift of 45 acres of land, opening as the new Valwood
campus in 2002. Valwood is home to 380 students, with 165 total students in the Upper
School (grades 9-12).
The campus is located on a somewhat busy highway with a mix of residential,
light commercial, and light industrial tenants nearby. Valwood is comprised of 8 main
buildings arranged around a central ‘field’. Each level of classes has its own building
(Lower School - grades Pre-K – 5, Middle School - grades 6-8, and Upper School -
grades 9-12) in addition the campus contains a library, an arts building, the gymnasium,
administration, and a cafeteria. The arrangement of the buildings allows for a feeling of
Adolescent Anxiety and Engagement in High School 60
seclusion since most activity happens inside or within the protected central courtyard
(Figure 38).
Figure 38: Valwood Campus - Arial View (Google Maps, 2014)
Connectivity between buildings seems to be an issue, leaving many
opportunities for improvement. These gaps between buildings could become great
indoor/outdoor spaces to foster learning and socialization. Despite the ample green
space, students are not provided seating opportunities or purposefully designed
gathering spaces or learning spaces outdoors.
When moving into the interior of the Upper School, it became very apparent that
despite the fair student-teacher ratio of 15:1, and the overall small size of the school, the
classrooms and common spaces were bursting at the seams and not ample in size to
accommodate students. Classrooms are crowded with bulky fixtures and desks and the
Adolescent Anxiety and Engagement in High School 61
finishes are quite outdated (Figures 39 and 40). The school is underwhelming, lacking
visual interest that would foster an engaging learning environment.
The daily schedule at Valwood consists of 7 periods of classes and a lunch
period. Each student is also granted a free period where they can partake in study hall
or any choice of extracurricular. Some students work as administration assistants
during their free period. Classrooms are very tight despite the smaller class sizes. Large
portions of the classrooms are taken by counters of desktop computers (Figure 39) with
a row of chairs. The computers are underutilized and consume valuable space that
could be used for collaboration and other forms of active learning.
Figure 39: Valwood - Computer Stations in Rear of Classroom (Created by Author)
In addition to the computer stations, each classroom is equipped with a
projector and a whiteboard. The furniture in the space is very typical for traditional
classrooms. However, for some students, the desks are small. They do not offer any sort
Adolescent Anxiety and Engagement in High School 62
of adjustability nor do they foster active learning strategies. The bulky desks are
arranged in front-facing rows with little room for change (Figure 40).
Figure 40: Valwood - Typical High School Classroom (Created by Author)
Interior common spaces for high school students at Valwood include the arts
building, the gymnasium, the library (Figure 41), and the senior lounge. These spaces
are also very tight and designed based upon primary function and durability / clean-
ability rather than to promote student engagement. Little color and few, if any,
comfortable lounge seating is provided in the library (Figure 41). As is seen in most
traditional school settings low stacks in the library serve as a barrier between
collaborative (or individual) study tables and the computer lab / computer learning
zone. High bookshelves surround the perimeter of the library.
Adolescent Anxiety and Engagement in High School 63
Figure 41: Valwood Library (Created by Author)
Adolescent Anxiety and Engagement in High School 64
Westminster School
Figure 42: Westminster School Entry (Created by Author)
Just outside of Atlanta’s city center, The Westminster School sits nestled on a
beautiful natural 180 acre setting in the Buckhead district. The campus includes 13
academic buildings for grades Pre-K through 12. The Westminster School is home to
approximately 1,850 students, of these820 are high school students (approximately 205
students per grade 9-12).
Adolescent Anxiety and Engagement in High School 65
The campus is located close to I-75, but due to the lush trees and vegetation, the
school seems to be in the middle of a secluded forest (Figures 42 and 43). The buildings
are arranged in a manner that resembles a college campus with a main ‘street’ or a
series of pedestrian courts running through the center.
Figure 43: Aerial View of The Westminster School Campus (Google Maps, 2014)
Adolescent Anxiety and Engagement in High School 66
Many of the buildings are not connected to one another in any way. Green spaces
seem to be utilized quite a bit. Students lay claim to tables and benches throughout the
courtyard, showing extensive qualities of territoriality. Students leave their belongings
as territorial markers rather than utilizing the given lockers within the school. Particular
groups or grades lay claim to particular areas.
Figure 44: Student Territoriality Shown at Westminster (Created by Author)
Other common gathering spaces include interior spaces such as a student lounge
with a café and various collaboration rooms throughout the campus (Figure 45).
Students also utilize bench seating within the hallways (Figure 46), although the
outdoor settings seem to be preferred when weather permits.
Adolescent Anxiety and Engagement in High School 67
Figure 45: Student Lounge and Collaboration Room at Westminster (Created by Author)
Figure 46: Student utilizing Bench Seating at Westminster (Created by Author)
Adolescent Anxiety and Engagement in High School 68
Although the campus is very different, it became apparent that the interior of the school
struggles from the same issues that many other schools of its age. Despite the favorable
15:1 student-teacher ratio, the classrooms are entirely too small. The wooden desks and
plastic chairs seem to be too bulky for the tiny classrooms. While some teachers choose
a traditional arrangement (Figure 47), other teachers attempt different arrangements of
the desks to increase engagement, but the classroom just becomes too overcrowded
(Figure 48). In some cases, teachers brought in soft seating in an attempt to make the
classroom more home-like and comfortable (Figure 49).
Figure 47: Typical Westminster classroom (Created by Author)
Adolescent Anxiety and Engagement in High School 69
Figure 48: Different Classroom Arrangements at Westminster (Created by Author)
Figure 49: Soft Seating in Westminster Classrooms (Created by Author)
The Westminster School’s administration has recognized some of the issues
within the school and is currently attempting to remedy them. The school updated two
classrooms to serve as a test before transforming the whole school. The newly
retrofitted rooms include Steelcase’s Node chairs, Smart Boards, whiteboard paint, and
bright colors on the walls (Figures 50 and 51). The Administration hopes to draw
conclusions from their classroom design pilot study and make the much-needed
changes in the future.
Adolescent Anxiety and Engagement in High School 70
Figure 50: Newly Retrofitted 'Test' Classrooms at Westminster (Created by Author)
Figure 51: Whiteboard Wall at Westminster (Created by Author)
Adolescent Anxiety and Engagement in High School 71
Lowndes High School
Figure 52: Entry to Lowndes High School (Lowndes High School, 2014)
Lowndes High School is located in rural South Georgia in the city of Valdosta.
The school has been operating since 1966 with a starting enrollment of 805. Over the
years, Lowndes has grown to be one of the largest high schools in the state of Georgia,
serving almost 3,000 students. The initial visit to Lowndes High consisted of an
interview with the principal and a tour of the main school buildings. Throughout the
tour, it became clear that Lowndes High was different in that each issue that was
anticipated was then multiplied dramatically due to the size of the school.
The campus is located directly adjacent to I-75 amongst a mix of residential and
commercial tenants. Lowndes High is comprised of 6 main classroom buildings and
administrative buildings, in addition to a cafeteria and a new gymnasium. The
arrangement of the buildings is very sporadic; leaving random un-programmed spaces
between the separate buildings. New buildings of classrooms were added to
Adolescent Anxiety and Engagement in High School 72
accommodate the rapid growth in the school without taking connectivity to the existing
campus into consideration.
Figure 53: Aerial View of Lowndes High School (Google Maps, 2014)
The main entry is nicely landscaped with beautiful shrubbery and shade trees
(Figure 54). However, there are no seating opportunities available to allow students and
faculty to enjoy the space. Other areas between buildings are not as nicely landscaped.
A few areas have grass while other sections have been completely paved over with
concrete sidewalks (Figure 55).
Adolescent Anxiety and Engagement in High School 73
Figure 54: Front Entry Landscaping at Lowndes (Created by Author)
Figure 55: Indoor-Outdoor Space Between Buildings at Lowndes (Created by Author)
When moving into the interior of Lowndes High, it became very apparent that
the classrooms and common spaces were entirely overcrowded. With an average
student-teacher ratio of 35:1 (more than twice the ratio in the private schools), the
Adolescent Anxiety and Engagement in High School 74
classrooms are beyond full (Figure 56). Desks and finishes are quite outdated and lack
visual interest that would foster an engaging learning environment. The majority of the
interior walls are concrete masonry that has been painted grey (one of the school
colors), lending itself to a very institutional appearance. Portions of some classrooms
are consumed by counters that once held desktop computers (Figure 57). However,
when the budgets for public schools were cut and the students-teacher ratio increased,
the classrooms no longer had the extra space for computers and moved the computers
to designated computer labs. Administration is in the process of tearing the counters
out, however, some still remain in several classrooms.
Figure 56: Lowndes High - Typical Classrooms (Created by Author)
Adolescent Anxiety and Engagement in High School 75
Figure 57: A Remaining Computer Counter in a Classroom at Lowndes (Created by Author)
The daily schedule at Lowndes High consists of 4 blocks of classes and a lunch
period with 7 minutes between each block. Some classes are substituted for
extracurricular activities. The hallways, where lockers are kept, are very congested
between classes and after school (Figure 58). However, students do not utilize their
lockers due to the congestion of people and the small amount of time between classes.
This is particularly true for students whose lockers are located many buildings away
from their classrooms.
Adolescent Anxiety and Engagement in High School 76
Figure 58: Major Hallways During Class and In-between Class (Created by Author)
Site Visit Conclusions
The data gathered from the first-hand experience of visiting these high schools is
unmatched by any other research methodology. Having a real-life experience in
the environment being researched allows for personal study and observation of
information that is not evident in literature. Both positive aspects, such as
student lounges and free periods found at Westminster, and the negative
features, including overcrowded classrooms and extremely stressful eating
environments found at Lowndes High, can help to inform and guide the design
solution. Additionally, territoriality and place attachment was observed at all
three locations that would most likely be overlooked if site visits had not been
conducted.
Adolescent Anxiety and Engagement in High School 77
Interviews and Focus Groups
Interviews serve as a way to gather individual insight into the subject matter at
hand. Interviews allow for detailed answers and more personal accounts than other
research methodologies. During this thesis research, six interviews were conducted,
including sessions with a school director, two high school principals, a high school
counselor, a school social worker, and a high school teacher.
Much like interviews, focus groups allow for a less-formalized conversation
about the participants’ personal experiences. In addition to the interviews mentioned
above, two focus groups were conducted with groups of high school students; one
group of six high school seniors from a private school and one group of three high
school students, grades 9 and 10 from a public school.
Overall the interview and focus group questions were consistent for each
interviewee category. The questions, as well as a compilation of the respondents’
answers, are listed below. These confidential interviews were casual in nature, so any
topics that arose outside of the outlined questions are also included in the research
findings.
The questions listed are mostly qualitative in nature. Quantitative questions were
also used to provide information for site observation research in the previous section.
Questions focused on topics such as student anxiety and student issues, student
engagement, environmental features and challenges, demonstrations of territoriality
and other relevant topics identified through the literature review and precedent
students. A full list of questions and responses for each interview and focus group can
be found in Appendix B. In order to retain anonymity, respondent identities are not
revealed.
Adolescent Anxiety and Engagement in High School 78
Interview and Focus Group Conclusions
Overall, interviewees have agreed on most subjects discussed. While the
individuals come from different backgrounds, they all have a single goal in common;
student success. All parties agreed that anxiety is a major issue in the high school
environment and that anxiety affects a student’s ability to academically perform as well
as socially interact with faculty and peers. In most cases, outdoor access was available
but was not utilized as a learning/teaching opportunity. All respondents also feel that
over crowding is hindering the ability to accommodate active learning, collaboration,
and progressive teaching methodologies.
The student groups that were questioned mostly stated that they were active
learners, adding that the subject matter was part of the consideration. Anxiety was
definitely a concern for all of the student respondents with varying triggers and coping
mechanisms. Students repeatedly suggested a need for territory to call their own. They
also requested a place that is more flexible where they can escape from daily stressors.
One group commented on the lengthy procedure required to gain access to a counselor
and felt that most of the time issues could be resolved with just a little alone time.
However, the students are not typically given any time outside of the classroom. The
students also have an opinion on color in the environment, mentioning that the given
school colors are boring choices for the walls of the school. When Furniture was
discussed, students preferred tables and chair to the traditional desks and requested
more time away from the desks.
Adolescent Anxiety and Engagement in High School 79
Design Solution
Site Selection
The following physical and social criteria were developed in order to choose the
best site for the high school designed as part of this thesis effort.
Physical Criteria:
• Must be located in rural Georgia to allow for site visits.
• Must facilitate parking for faculty, students, and busses.
• Must be appropriately located in respect to other schools
• Must accommodate a student body of 1,500 – 4,000 students
Social Criteria:
• Must have access to the outdoors or green space
• Must provide opportunities for daylighting and views
• Must be an existing school building to be renovated or an adaptive reuse
facility in which a school could be developed.
After much consideration, research, and analysis, Lowndes High School is being
selected to serve as the site and building for this project. Lowndes High is most like the
typical American public high school, allowing any design solutions to be replicated in
other public high schools.
Site Analysis
Lowndes High School is part of the public county school system in Valdosta,
Georgia. Originally constructed in 1966, Lowndes High School is one of the largest high
schools in the state of Georgia with an enrollment of nearly 3,000 students and 225
members of faculty and staff. The facility has undergone multiple expansions to
accommodate the continued growth of the student population, leading to many issues
Adolescent Anxiety and Engagement in High School 80
in the built environment. Refer to page 64 for additional information regarding
Lowndes High School.
Demographics:
• State: Georgia
• City: Valdosta
• County: Lowndes
• County Population: 114,552 [2012]
Climate:
The warm season lasts from May 15 to September 24 with an average daily high
temperature above 86°F. The hottest day of the year is July 15, with an average high of 92°F
and low of 72°F. The cold season lasts from December 1 to February 21 with an average
daily high temperature below 68°F. The coldest day of the year is January 18, with an
average low of 40°F and high of 62°F.
Figure 59: Climate Averages for Valdosta, Georgia (City-data.com)
Adolescent Anxiety and Engagement in High School 81
Site Diagram:
Figure 60: The State of Georgia (Created by Author)
The campus (Figure 61 – Denoted in green) is surrounded by a mixture of
residential and commercial tenants as well as some undeveloped and agricultural land
(grey). Vehicular traffic is moderate, with the school itself bringing most of the traffic
during drop-off and pick-up times.
Figure 61: Diagram of surrounding area (Created by Author)
The city of Valdosta is denoted on
this map of the state of Georgia by a
green dot. The bold red line indicates
I-75.
Adolescent Anxiety and Engagement in High School 82
Campus Diagram:
Figure 62: Campus Plan (Created by Author)
The Lowndes High School campus is comprised of 8 main buildings which
include 11 different ‘wings’ of classrooms. The main buildings are denoted in green in
the diagram above. Blue indicates external facilities including sports facilities, an
agricultural building, and the Lowndes County Board of Education. Yellow denotes
parking for staff, students, and busses as well as visitors. The red lines indicate primary
traffic on campus for pick-up and drop-off while the orange line indicates secondary
traffic on campus used mainly by busses, faculty, and students when extracurricular
activities are happening.
Adolescent Anxiety and Engagement in High School 83
Building Analysis
Due to the complexity of the buildings, multiple diagrams were generated in
order to gain a better grasp on the extensive school campus.
Figure 63: Massing Diagram (Created by Author)
A massing diagram (Figure 63) begins to show gaps between buildings. In order
to better understand what is happening in the interior, a more detailed diagram was
generated to act as an overview for the building (Figure 64). The classroom wings cover
the majority of the school (yellow). Administration and guidance in centralized at the
main entry (pink). The music department, including band, is located on the southern
wing of the main building (purple) adjacent to the cafeteria (orange), which is called the
“Cafetorium”, where dining is centralized. The school also includes a gymnasium
(blue), which is the campus’ latest addition.
Adolescent Anxiety and Engagement in High School 84
Figure 64: Building Overview (Created by Author)
Adolescent Anxiety and Engagement in High School 85
Figure 65: Analysis of Anxiety (Created by Author)
A spatial analysis of anxiety was generated to determine where anxiety is most
prevalent as well as what types of anxiety. This diagram represents a sampling of
spaces, not including every space that the listed types of anxiety could occur.
Additionally, experiences of anxiety differ for each individual. However, the diagram
above represents the majority.
Project Overview
Project Statement: A high school that incorporates the restorative qualities of favorite
places in order to abate the feelings of anxiety among the student body and increase
engagement levels outside of the classroom setting.
Adolescent Anxiety and Engagement in High School 86
Project Mission: To ease the feelings of anxiety among the high school student body
and encourage educational motivation through supplementing teaching efforts with the
design of the interior built environment. Design emphasis will focus upon creating
alternative learning environments, retreat spaces, and opportunities for social
interaction.
Design Concentration
The design solution will include the implementation of three major place-types
found in educational literature; campfire space, watering hole space, and cave space
(Thornburg, 2001).
Although campfire spaces are typically utilized in a classroom setting, they can
also be utilized in public spaces. Public campfire spaces can serve as outdoor
classrooms, performance spaces, event spaces, and more. A less-formal setting can be
established by placing campfire spaces outside of the classroom, encouraging an
engaging and active learning environment.
Figure 66: Diagram of Campfire Space (Created by Author)
Adolescent Anxiety and Engagement in High School 87
Watering hole spaces may also be placed in many different settings. Active
learning is the main focus of watering holes, encouraging students to engage with their
peers and learn together. The space can be utilized by any number of individuals, a
small group, or even a full class.
Figure 67: Diagram of Watering Hole Space (Created by Author)
Cave spaces are for the individual learner. These spaces can be tucked away in
the smallest of nooks. While cave spaces are often thought of as enclosed, they can just
as well be suggested enclosures.
Figure 68: Diagram of Cave Space (Created by Author)
Adolescent Anxiety and Engagement in High School 88
Concept Development: Alternate Perspectives
The concept upon which this project is based is Reality Therapy. Reality Therapy,
a psychological approach developed by William Glasser, is based on choice theory. This
approach was mentioned when speaking with the school counselor as a means of
coping with anxiety. This approach focuses on what Glasser calls psychiatry’s three
‘R’s: realism, responsibility, and right-and-wrong (Charles, 2002). Reality Therapy
focuses on the here-and-now actions of the client and the ability to create and choose a
better future. Glasser believes that there are five basic needs of all human beings:
survival, love and belonging, power, freedom or independence, and fun (Charles, 2002).
By achieving a balance of these five things, a person can begin to see life in a new light.
Figure 69: Concept Imagery (Created by Author)
William Glasser's choice theory is composed of four aspects: thinking, acting,
feeling, and physiology (Charles, 2002). A person can directly choose their thoughts and
actions, but have great difficulty in directly choosing our feelings and our physiology.
Adolescent Anxiety and Engagement in High School 89
In order to gain better control over ones thoughts and actions, a counselor or therapist
may suggest focusing on the present rather than the past, act and think positively, and
to avoid criticizing, blaming, and complaining. It is through these changes that a new
perspective may be achieved (Charles, 2002).
Color Palette
Figure 70: Color Scheme (Created by Author)
The most important aspect of choosing a
color palette was working with the existing
school colors of crimson, grey, and white. Bright
accents of blue, green, and orange create an
engaging addition to the school’s color scheme,
brightening the grey and mundane environment.
Figure 71: Lowndes High Viking Logo (Lowndes High School, 2014)
Adolescent Anxiety and Engagement in High School 90
Materiality
Figure 72: Materiality (Created by Author)
A general Materiality palette was chosen based on appropriateness for the
project, durability, relation to the overarching concept, sustainability, and color scheme.
Finishes were chosen in interesting geometric patterns, leading one to question
perception. Fabrics were selected from Luna Textiles and ArcCom, while flooring is
specified from Forbo’s marmolium line, as well as, carpet from The Mohawk Group.
Adolescent Anxiety and Engagement in High School 91
Project Scope
Figure 73: Project Scope (Created by Author)
Due to the size of the school, and the time requirements of the project, it was not
possible to undertake an entire renovation. Therefore, three main areas were chosen as
the design focus based on previous research and interview responses: the media center,
indoor-outdoor connection spaces, and the cafetorium (cafeteria / lunch room). The
areas chosen can commonly be found in many other schools, allowing the overall
solution to be easily replicated. Due to the limited size of the classrooms, the inability to
reduce student-teacher ratios, and time constraints placed on the project, the classroom
itself was not included as part of the design solution.
Adolescent Anxiety and Engagement in High School 92
The Media Center
Figure 74: Key Plan - Media Center (Created by Author)
Square footage: Approximately 7,400 square feet
New Facility Goals:
• Provide an environment where collaboration can happen on differing
scales
• Provide campfires, caves, and watering holes to engage students in
various ways
• Act as an external classroom
• Allow for informal access to technology
Justification: The media center was chosen as a potential Third Place where students
could escape from stressors found throughout the school. The space also acts as a place
to continue studies outside of the classroom.
Adolescent Anxiety and Engagement in High School 93
Existing Conditions
The existing media center provides the student body with computer stations and
worktables as well as library stacks. Furnishing types are used to zone the space and
activity, leading to a sea of tables set in rows and computer stations grouped into a
single location. Soft seating for individual or small group use is present only on a very
small scale, while the majority of other areas are programmed for larger quantities of
students.
Figure 75: Media Center - Existing Floor Plan (Created by Author)
The media center is finished with unengaging colors and materials, and the
furnishings are outdated and not ergonomically ideal. The space in general is not
reminiscent of a place for teenagers. The environment seems very institutional rather
than a place for students to come and learn or socialize. The room is surrounded by
Adolescent Anxiety and Engagement in High School 94
clerestory windows, which are the only source of natural light in the space. There are no
interior columns in the space, which provides a sense of openness and allows for
supervision by the staff. Because the facility was not originally built to house a
computer lab, there is the challenge of how to provide necessary electrical power. The
existing conditions led to one solitary thin column hiding electrical wiring being
dropped from the ceiling in order to power the computers.
Figure 76: Media Center - Existing Conditions (Created by Author)
Figure 77: Media Center - Existing Computer Stations (Created by Author)
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Design Solution
Figure 78: Newly Designed Media Center – Furniture Plan (Created by Author)
The newly designed media center, deemed Lowndes Commons, provides
opportunities for multiple intelligences to come together and collaborate in the same
environment. The space can be accessed from both the exterior sidewalk and the
interior corridor. The circulation desk remains in its prior location close to the entry for
ease of access and to maximize visibility of the space. Two kiosks (shown in Figure 82)
are provided in addition to the librarian at the circulation desk to assist students who
suffer from anxiety triggered by speaking to people. The kiosk also makes the library
more user-friendly for today’s tech-savvy generation of students.
The northern end of the space consists of library stacks. Students can access most
resources online, allowing space previously allotted for books to now be used for a
more productive cause. Small caves are located directly adjacent to the stacks,
providing a quiet place to read or study individually or with a small group of four.
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An external classroom is shown in the corner opposite the stacks, bringing a
campfire space into the environment. This classroom is outfitted with technology and
Steelcase’s Node Chair, an all-in-one mobile solution allowing students to easily
collaborate with others. The classroom includes an operable wall that opens to a
presentation space where teachers and students alike can give presentations. The Node
Chairs can be moved out to provide task seating, or the students can utilize the
oversized beanbags for a less-formal seating solution.
Figure 79: Stepped Seating and Team Space (Created by Author)
The southern corner of the space has been replaced by storefront windows to
draw students into the space while bringing in natural light (Figure 79). The glass walls
also provide views to soft fascinations as outlined in Kaplan’s (1989) Attention
Restoration Theory. The storefront wall includes a glass-paneled garage door that may
be opened to allow for natural ventilation while creating a less formal entryway with
Adolescent Anxiety and Engagement in High School 97
the concrete walkway spilling into the space. Informal stepped seating is located just
inside of the garage door entry where students can lounge on the carpeted L-H-S and
socialize or sit with a laptop or tablet. The initials L-H-S also creates identity and school
pride within the environment.
A collaborative zone (Figure 80) is located adjacent to the stepped seating. This
group-friendly area provides a place for students to engage in group activities. The
tables are moveable, allowing the users to make the space their own, creating
ownership and natural territoriality. Two study rooms are available with a dropped
soffit overhead providing better sound attenuation. Clerestory windows allow
daylighting into the study rooms. The walls hold acoustical properties and are outfitted
with a rail system, which holds whiteboards. The front walls are glass, keeping open
surveillance possible.
Figure 80: Study Rooms and Collaboration Area (Created by Author)
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Team tables are at the heart of the space with a collaborative lounge in the center
(Figure 81). The tables are at standing/bar height, providing variety in postures.
Computer stations are placed just outside of the team space for student use when
needed. The librarian could also provide laptop or tablet rentals to students who prefer
a mobile device or do not have access to such devices otherwise.
Figure 81: Media Center Overview – Team Zone (Created by Author)
Lowndes Commons also houses an additional media lounge that can be utilized
by a class or a small group of students for presentations (Figure 82). The area includes
oversized beanbags, cube ottomans, and moveable tables. The informal lounging area is
ideal for reviewing a student presentation with peers or for hosting gaming events after
school.
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Figure 82: Library Kiosks and Media Lounge (Created by Author)
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Indoor-Outdoor Connection
Figure 83: Connection Space - Key Plan (created by Author)
Square footage: Approximately 4,750 square feet within design scope
New Facility Goals:
• Create a purposefully designed indoor-outdoor connection
• Provide a secondary dining experience as an option for those who
experience anxiety in the Cafetorium
• Accommodate a high volume of traffic
• Provide easy, immediate access to counseling
Justification: Despite the lack of design, the existing spaces between buildings already
serve as gathering spaces for students between classes. By altering the existing program
and applying purposeful design solutions, these spaces become valuable watering holes
for students to utilize as an escape from anxieties and pressures, as well as a resource
for informal learning, group study, and peer support.
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When diagramming student traffic in the hallways, it became evident that
indoor-outdoor overlap was happening on all major paths of travel (Figure 84). Due to
these overlapping paths, students must often exit and re-enter buildings multiple times
before reaching the desired destination. For example, to reach one end of the campus to
another (classroom to Cafetorium) a student would travel through five buildings and
four uncovered or partially covered exterior spaces.
Figure 84: Diagram of Major Paths of Travel (Created by Author)
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The blue area outlined above has been chosen as a prototypical design solution.
However, Lowndes High School’s campus provides multiple opportunities in which
this design solution could be replicated (Figure 85). Some of these outdoor areas offer
opportunities to sit or provisions for shade. In a few instances there is grass or
landscaping present, but usually only concrete paving is provided.
Figure 85: Existing Outdoor Connection Spaces (Created by Author)
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Existing Conditions
The chosen connection space serves as a major path of travel for students as well
as the entry for two classrooms. There is currently no furniture, fixtures or provisions
for seating in the space. The exterior walls are clad with brick and the ground is covered
by concrete. The plan also reveals a lack of interior connection to the corridor of the
building to the north.
Figure 86: Connection - Existing Floor Plan (Created by Author)
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Figure 87: Outdoor Area of Focus
The space is partially covered to protect the path from the elements while still
allowing sunlight to spill in. The environment is unengaging due to the lack of design.
However, connection spaces, such as this one, have the potential to become social
centers for the student body.
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Design Solution
Figure 88: Connection - Newly Designed Connection Space (Created by Author)
In the newly designed connection space, the northern hallway is enclosed to
allow for better traffic flow in the interior while providing a courtyard-approach to the
connection space. By bringing in low green groundcover and potted plants, the
courtyard becomes an indoor-outdoor watering hole where students can gather. The
space includes outdoor seating opportunities, a smoothie bar, a tinkering room for
Adolescent Anxiety and Engagement in High School 106
hands-one learning, and a stepped corner for formal presentations or informal
gathering.
The space can be accessed from the interior corridors. The space is purposefully
not fully enclosed in order to provide access to sunlight, fresh air, and soft fascinations
such as moving clouds The main path remains covered to protect students from
inclement weather. However, skylights have been cut into the awning to allow
additional sunlight into the space. Colored bands intersect the covering to brighten the
path and create an engaging environment. Oversized outdoor beanbags have been
provided in addition to the fixed outdoor seating, extending the playful mood of the
environment.
Figure 89: Connection Space (Created by Author)
An additional dining opportunity has been introduced in the Plowboy’s
Smoothie Bar (named after a historical school mascot) (Figure 90). Plowboy’s provides
nutritious alternatives like grab-n-go snacks and smoothies for students who choose to
Adolescent Anxiety and Engagement in High School 107
skip the lunchroom’s stressful environment. The smoothie bar could also be open as
class is dismissed for the day, encouraging students to socialize and decompress before
heading to their next activity, whether it be home, a job, or extracurricular events.
The name “Plowboy’s” came about in the 1970’s when students at rival Valdosta
High School began referring to Lowndes High students as their country cousins or
“Plowboys.” However, most of the Lowndes High students at the time were in fact
proud of living in the country and having a close relationship to the land. The Plowboy
image was enthusiastically adopted by the faculty and student body and soon became
just as popular as the Viking motif. Plowboy’s Smoothie Bar evokes a feeling of school
pride while breaking the monotony of the Viking mascot throughout the school.
Figure 90: Plowboy's Smoothie Bar (Created by Author)
The stepped corner on the southern end of the connection space (Figure 91) can
be utilized by a class for presentations, by students for sitting and conversing with
peers, or for formal events and performances. The adjacent tinkering room is connected
Adolescent Anxiety and Engagement in High School 108
by a glass-front garage door, allowing activities happening inside of the collaborative
space to spill out to the rubber surface. This direct connection allows for activity-based
learning that does not typically happen inside of a classroom, like teaching physics
through large, building projects or biology via gardening and directly connecting with
nature.
Figure 91: Connection - Watering Hole (Created by Author)
In addition to the previously mentioned programmatic elements, a counselor’s
office has been added along the walkway, allowing for a more normalized, pedestrian-
approach to counseling. Students no longer have to make the nerve-racking journey to
administration to make an appointment with their counselor. This allows for a quick
response to any issues with which a student may be suffering, and also removes the
stigma from visiting the counselor. The goal is to make the counselor not only more
accessible, but also a more integrated part of the social fabric of the school.
Adolescent Anxiety and Engagement in High School 109
The Cafetorium
Figure 92: Cafetorium - Key Plan (Created by Author)
Square footage: Approximately 21,200 square feet within scope of design
New Facility Goals:
• Provide both dining and formal event opportunities for special occasions
(dances, theatre performances, music recitals, etc.)
• Provide differing scales of dining experiences to help manage anxiety
• Provide campfires, caves, and watering holes
• Allow for small group territoriality and spatial ownership
• Offer an escape from class work and school pressures
• Provide sound attenuation in order to solve current noise problem
Justification: The Cafetorium was brought up as the number one place of stress and
anxiety on the school campus. The current lunch experience is overcrowded and noisy,
rather than a time to get away and enjoy a meal in the company of friends. School
Adolescent Anxiety and Engagement in High School 110
counselors reported students missing lunch completely due to the anxiety experienced
in the cafeteria.
Existing Conditions
The existing cafeteria, deemed the Cafetorium, acts as the school’s only dining
source. Students are not allowed to eat any other place on campus and the only other
source of food is vending machines. The space is also utilized for school dances and
theatre performances, making visual connection to the stage, as well as flexibility and
adaptability very important. The Cafetorium currently provides seating for
approximately 600 students at one time, meaning that even with the three lunch periods
allotted, there is never enough seating for all of the close to 3,000 students.
Figure 93: Cafeterium - Existing Floor Plan (Created by Author)
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The Cafertorium is divided into three main zones, food preparation and
dissemination, dining and performance. Due to the typically limited school budget and
time constraints of this thesis, the overall food preparation/dissemination area and the
performance stage (with the exception of providing ADA access) were not re-designed.
This allowed for focus on the student experience through the renovation of the main
dining area.
The Cafetorium features a sea of identical tables with fixed stools set in rows
against half walls with two major paths of travel, one through the center and one on the
northern side of the room. Senior dining and faculty dining are found in enclosed areas
on the northern-most wall, segregated from the main dining area. The floor of the
Cafetorium is tiered, breaking the space into three different levels (Figure 94) with the
platform or performance stage at the eastern end.
Figure 94: Cafetorium Section (Created by Author)
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Figure 95: Cafetorium - Existing Conditions (Created by Author)
Adolescent Anxiety and Engagement in High School 113
Design Solution
Figure 96: Newly Designed Cafetorium Floor Plan (Created by Author)
The newly designed Cafetorium provides different scales of dining experiences,
allowing students who do not feel that they fit in with a larger group to dine with a
small group of peers, or even alone when desired. All tables can be broken down and
stored away and all chairs are stackable, allowing for the space to be easily transformed
when necessary. The ceiling is outfitted with an acoustical grid-like framework, aiding
in sound attenuation. In addition, recycling receptacles are placed throughout the
Cafetorium to encourage a more sustainable campus.
The dining area can be accessed from the new steps flanking the center of the
dining area or the ramped path on the northern side. The ‘Main Street’ acts as the center
Adolescent Anxiety and Engagement in High School 114
of the Cafetorium and the social center of the dining experience. The largest seating
groups are placed in this zone.
Figure 97: Cafetorium 'Main Street' (Created by Author)
Areas flanking the ‘Main Street’ are outfitted with smaller tabletops,
accommodating smaller peer groups and allowing for a quieter dining experience.
Some of the spaces are semi-enclosed, allowing for territoriality. Student groups can
take ownership of these areas more easily. Other spaces include cave-like booth seating,
where groups of four can dine in a more intimate setting. The lower top overhead, and
partial walls allows the students to separate themselves from stressors more easily
(Figure 98). Banquette seating is utilized throughout to bring in a soft-seating element
while still serving as functional dining space.
Adolescent Anxiety and Engagement in High School 115
Figure 98: Dining Area with Cave Seating (Created by Author)
Figure 99: Small Group Dining (Created by Author)
Adolescent Anxiety and Engagement in High School 116
Senior dining remains in its traditional area but houses new furnishings that
boast a family-like dining experience and a broader palette of posture. The senior
dining area is highlighted with translucent panels, making the space feel even more
special for the upperclassmen.
Touchdown seating (Figure 98) lines the low partition wall closest to the food
service area, allowing students who prefer not to engage to sit and eat quickly without
requiring individuals to engage with others. The cubes are upholstered with stain-
resistant fabric and can be easily tucked away under the dining counter when not being
utilized.
Figure 100: Touchdown Seating (Created by Author)
Adolescent Anxiety and Engagement in High School 117
Design Conclusions
By incorporating restorative design and three major educational placetypes,
students can potentially experience less anxiety within the walls of the high school
environment. The adaptability throughout the three focal areas of design paired with
engaging finishes and social interaction opportunities provides an environment in
which students can thrive and engage in academic and social activities.
Future Research
Although it is currently impossible to test the direct influence of the environment
on adolescent anxiety and academic engagement, the impact of applying evidence-
based design supported approaches discussed within this thesis propose potentially
measurable outcomes in the field of education and educational design.
If given the opportunity and time to continue pursuing this topic, the next step
would be to create a set of guidelines that could be utilized by educational design teams
when tasked with designing or renovating a high school. These guidelines could
potentially serve as a means for aiding in the creation of more beneficial schools across
the United States.
Additionally, exploring the overall program specifics that could take place in this
school would be interesting research. This exploration could be conducted through
creating new daily schedules for the students, allowing for breaks or free periods.
Reprogramming the school would be an additional step in furthering this research.
Additional space may be revealed by considering all parts and pieces, allowing for a
decrease in the student-teacher ratio as well as more opportunities for watering holes
and caves to be dispersed throughout the school.
Adolescent Anxiety and Engagement in High School 118
The most critical means of future research would be to perform studies on
student anxiety and student engagement in a high school setting similar to Lowndes
prior to renovation. After implementing design solutions, such as those outlined in this
dissertation, it would be critical to perform several additional studies measuring
student anxiety and student engagement in order to determine the impact upon the
environment, if any, upon these prominent teenage issues. It would be important to
consider the role of other aspects, such as anxiety management techniques, services
provided by the school and out-of-school counseling in addition to the environment. No
environment can remove all anxiety from all individuals; however supportive
environments aimed at reducing anxiety, coupled with supportive programs could
have significant impact on reducing anxiety among many students.
Adolescent Anxiety and Engagement in High School 119
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Appendix A: Final Presentation Boards
Figure 101: Presentation Board 1
Figure 102: Presentation Board 2
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Figure 103: Presentation Board 3
Figure 104: Presentation Board 4
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Figure 105: Presentation Board 5
Figure 106: Presentation Board 6
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Figure 107: Presentation Board Arrangement
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Appendix B: Interview and Focus Group Responses
Part 1 Administrator Interviews
The following interview questions were asked of two high school principals, a director
of education, and a high school teacher.
Q1: What types of teaching styles are implemented at your school? Do they lend
themselves to active learning or passive learning?
• Mostly passive. There is no room in the classroom for active learning.
• Some teachers utilize a more active method of teaching, while most utilize
a traditional method of teaching. 60-65% of the classes are teacher-
centered, but many of the high school classes seem to be leaning toward
student-centered learning.
• Each teacher brings his or her own teaching methodology to the
classroom. We have some that run their classrooms like workshops, some
have discussions, and others are more traditional.
Q2: How much anxiety do you recognize among the student body?
• A lot.
• Many students struggle with balancing everything on their plate.
• About 40% of the student body struggles with anxiety. Another 40% deals
fairly well with the anxiety at hand. The other 20% are completely
apathetic.
Q3: How do you feel anxiety impacts learning?
• Students become overwhelmed and begin to feel hopeless. They don’t
know where to turn.
Adolescent Anxiety and Engagement in High School 129
• Students tend to give up when they become stressed.
Q4: What types/causes of anxiety do you find to be most prevalent?
• Most anxiety here is type A. It is more self-pressure and pressure from
parents
• Academic anxiety, test anxiety
• Social anxiety, trying to fit in
• Graduation is the largest cause of anxiety. Students are so focused on
walking at the ceremony that they become overwhelmed when trying to
complete their remaining course credits, especially non-traditional
students.
• Coping skills are the biggest challenge. Students seem to increasingly have
trouble missing social cues in large schools and suffer from social
isolation.
• Mental health and depression are very common issues
• Cyber bullying has become a new issue recently.
• Students that suffer from more severe disorders, such as Asperger
Syndrome and Autism, seem to especially struggle with anxiety.
• Students have seen three suicides just in the last year.
Q5: How rigorous is the workload here?
• Very rigorous. High school students spend an average of 2-4 hours on
homework per night
• It depends on what classes students are taking. They may have a semester
where they are only taking one or two academic classes and the others are
extracurricular related.
Adolescent Anxiety and Engagement in High School 130
• Some students are taking advanced placement classes, so those workloads
would be more rigorous.
Q6: What types of support does the school offer students who are suffering from
anxiety?
• We have a guidance department that includes college counselors and
guidance counselors. If the case is more severe, we have a school
psychologist on staff as well as two social workers.
• A school psychologist comes to campus once a week for appointments
• Pair students up with an older student who suffered similar issues in the
past.
• Suggest that talking to peers as a source of strength is very important
• Many students have certain teachers or coaches that they confide in.
Q7: Where do students often gather when not attending class, both at school and
away from campus?
• Between the buildings, outside.
• In a particular teacher’s classroom
• A coach’s office
• They don’t really have enough time to socialize outside of the classroom
• Seniors are allowed to leave campus for lunch. They often gather at a
Chick-fil-a nearby.
• Those who are involved in sports programs gather at sports facilities
• Different student groups have different place that they often hang out.
Q8: Do the classrooms have access to daylighting or views? Access to outdoors?
• Some do, some do not
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• Most classrooms have windows, but not all classrooms have outdoor
access
• All classrooms have access to the outdoors, but it is never utilized
Q9: What is the role of technology in this school and in the classroom?
• Technology seems to be working backwards
• Technology is centralized in computer labs
• Computers are on a counter in the back
• Each classroom has a projector and some have SmartBoards
• Cell phone usage has been cut off until it can be better controlled. Phones
can be used during class as an internet source if allowed by the teacher,
but even then is a struggle because every student does not have a smart
phone.
• Carts of iPads are available for classroom use, but they are rarely used.
The teaching methods have not been altered to accommodate the use of
iPads.
Q10: Are there any design challenges that you recognize in the school?
• Connectivity between buildings is an issue
• Hallways become congested
• Some buildings have no common area at all
• Classrooms are too small and overcrowded. There is not enough space for
flexibility and collaboration.
• Issues with a lack of transparency in the classrooms, leaving individual
classrooms in their own silos.
• Furniture is outdated and bulky and does not accommodate progressive
teaching methodologies.
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Part 2 Interview The following interview questions were asked of a high school counselor
Q1: What are some of the ways you coach students to cope with anxiety?
• Test anxiety/Academics: Try tutoring, shortened assignments, verbal tests
• Emotional Anxiety: Confront their thinking
• Anger Issues: Try counting, suggest removing themselves from the
situation temporarily, breathing exercises
• Suggest journaling as a way to deal with stress
• List making
• Sleep; take a break
• Minimize focus; take it a step at a time
• Pair students with seniors who have been in similar situations
Q2: What are the most common types of anxiety that you see?
• Homelessness has doubled since the fall of the economy
• Extracurricular activities add pressure
• Students who are in Advanced Placement (AP) classes
• Family stress
• Parent expectations
• The lunch room is a major cause of stress
o Crowding, noise, social anxiety
Added Note: Some students would rather not eat than have to deal
with the stress of the lunch room.
• Teacher stress due to extremely large class sizes
o Teacher stress impacts students
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Added Note: Classrooms are designed for a 28-student maximum
Q3: Are students typically referred or come on their own?
• There are a lot of referrals from peers
• Some students come on their own
• Some are referred by teachers
Part 3 Student Focus Groups
The following questions were asked of two groups of high school students ranging in
grade level from 9.
Q1: What type of learner are you?
• 7: Active; 1: Passive
• Many students stated they can learn more passively in subjects that are
stronger, but active learning really helps grasp harder subjects.
Q2: What are your typical class sizes?
• Largest classes: 30-32; Typical classes: 14-15; Small classes: 8-9
• Typical class size is 35 students
• Students reported liking the smaller class sizes. The quiet makes it easier
to concentrate.
• One student transferred from a public school and stated that he has
amuch easier time learning at his current school.
Q3: How is the furniture?
• Desks are fine. They are fairly new and comfortable enough for a 45-
minute class.
• Prefer tables and chairs over the typical desks
• Some desks are “broken in”. These are more comfortable.
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(Broken in the term used when the backs of the seats have been bent over
the back support bar, enabling the student to lean back in the chair.)
• Students wish they could get away from the desks more often.
• For some students the desks are very uncomfortable
Q4: Do you or the teacher ever rearrange the furniture?
• Only one teacher; students like the varied layout one teacher provides.
Everyone else has the traditional setup.
• Push together the desks for group and partner projects
• There is no room to move desks around
Q5: How often do you experience anxiety? What Types?
• Once to twice a month, it gets out of control
• Feel it constantly
• Mostly school related. The workload is a lot, especially when paired with
extracurriculars
• Test anxiety
• Teachers will leave you behind if you cannot catch on in class
• Crowding is a major issue
• The cafeteria is way too crowded
• Extracurricular activities and problems at home cause additional anxiety
• Clutter is bothersome and causes anxiety
• Noise levels are high due to overcrowded rooms
• Big events at school cause anxiety
• Find it hard to balance everything at once
• Online homework system has its pros and cons
• Social anxiety; Don’t like when there is someone they don’t know
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• Parents; too much pressure or not enough pressure
• Trying to prepare for college
• Some say they wish they had more pressure
from the parents earlier
• Grades and GPA
Q6: How do you cope when you experience anxiety?
• Get organized
• Sleep or relax; slow down
• Lose temper
• Go home and do nothing
• Skip class
• Go to the counselor
o This is difficult, when it is something that can be dealt with
personally
Q7: Where do you go on campus to cope with feelings of anxiety?
• The music room
• Just find what space is available
• Seek teachers that they confide in
• Homeroom teacher
• Use to have a nice Senior Lounge. It was converted into an office
o New Senior Lounge use to be a utility closet.
o Only tables and plastic chairs
o Gets very loud because senior lockers are in there
o Students are crammed in
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• Don’t get a free period, so it is hard to get away
Q8: What would you like to see in a “get away” space?
• Enforced quiet
• Soft seating, sofas
• Somewhere quiet to escape, read a book, or watch tv
• Somewhere to be active to get their mind off of things
• Mindless activities, such as TV
• Bright colors
Q9: Do you ever utilize the outdoor space?
• Outside is nice, but nowhere to sit
• Would like some picnic tables
• Stand and talk between classes
• There are certain places that students meet their friends, mostly outside
Q10: Do you have any additional comments or suggestions?
• Student seek ownership of space
o Seniors don’t want juniors all over OUR space
• The walls are very boring. It looks like a jail.
o Would like something other than grey, even though it is the school
colors