Designing thriving school ecosystems: The synergy of biophilic design, wellbeing science, and systems science
Integrating biophilic design and other well-being principles in schools contributes to student and planetary health
School design has traditionally prioritized cost-efficiency, utilitarian functionality, and conventional building norms over human and planetary health. The aim of this study was to develop a framework for an alternative approach to school design that would enhance students’ mental and physical health while also promoting environmental sustainability.
The research process included a review of the literature in the areas of biophilic design, wellbeing, and systems thinking, as related to education and school environments. The process also included (1) in-depth interviews with architects and school leaders and (2) an analysis of case-study schools in Australia and Indonesia. Also explored were ways in which Indigenous wisdom and systems thinking can contribute to creating holistic learning environments.
Information gleaned from these sources was then used to create the Biophilic Wellbeing Systems Approach (BWSA) as a holistic strategy to the design of educational settings that foster student wellbeing and environmental sustainability. The BWSA framework is based on the understanding that the innate human affinity for nature “can be harnessed to enhance learning environments.” The BWSA framework also reflects “a novel synthesis of biophilic design, wellbeing science, and systems science applied to educational settings.” The BWSA integrates the principles of biophilic design into an existing model of “wholebeing” – a state resulting from high wellbeing, low illbeing and high resilience. The Wholebeing Model applies a systems thinking approach, considering the interconnectedness of the individual’s relationships with others, their environment, and available resources across individual, group and community levels.
Biophilic design in schools incorporates natural elements into educational settings to provide opportunities for direct or indirect engagement with nature. Biophilic design is consistent with Indigenous wisdom which recognizes “a seamless integration with nature” and “coexistence with the natural environment.” Integrating Indigenous knowledge and biophilic design principles in education “signifies a fundamental rethinking of how learning environments can function as interconnected ecosystems that honour and reflect the timeless human connection to nature.” The application of the BWSA framework in educational settings can help students gain an understanding of the interdependence of natural systems and their place within these systems.
Three case studies illustrate ways in which the BWSA framework can be applied to diverse educational settings to provide direct and continuous interaction with nature. These examples show how “biophilic design intersected with wellbeing and systems science can forge dynamic and engaging learning environments that ignite curiosity and promote exploration for experiential and authentic learning to emerge.”
Citation
Gray, F., Downie, A., (2024). Designing thriving school ecosystems: The synergy of biophilic design, wellbeing science, and systems science. Architecture, 4,
