Biophilic school architecture in cold climates

Abstract

Designing school settings that provide a satisfying experience of nature and enhance well-being could be advantageous for children and teachers, though in cold climates prolonged periods of precipitation, restricted sunshine and low temperatures represent non-ideal conditions for fostering a connection with nature. This paper reviews research into the relationships between principles of biophilic design and well-being, with specific consideration for learning environments in cold climates. Children spend more time in school than any other place, except the home, and most of their learning activities occur indoors. Given the large portion of the day children and teachers spend within the built environment, an architect's perspective investigates these relationships. The paper examines the concepts and research findings that appear to offer the greatest potential for future architectural applications in children's learning environments. It also identifies gaps in biophilic design strategies in relation to schools and the importance of considering climatic conditions to create satisfying experiences of nature within the built environment. If biophilic design research is to lead to healthier, more comfortable school settings that present a greater connection between learning spaces and the natural environment, then to identify and define beneficial guidelines that translate readily into architecture is essential.