The video above highlights the diversity of modern and contemporary school buildings around the world. The video also showcases schools in Finland. While diversity is evident here as well, it is perhaps less pronounced, as all Finnish schools are still publicly funded (thankfully), and we do not have so-called elite schools. Every school in Finland, when viewed on a global scale, is of exceptionally high quality.
In Finland, creating architecturally bold school buildings is more challenging, perhaps because (in my interpretation) we are so practical in nature. That said, we also need experiential and inspiring schools. By this, I do not mean flashy colors or grand lobbies that leave learners as passive observers, unable to focus, but rather spaces designed to encourage movement, learning, enthusiasm, collaboration, focus, and creativity.
These qualities may not always be visible in the exterior design of a building. Instead, the impact of school buildings on learning, teachers' work, and the well-being of both students and staff is a far more complex and multidimensional topic. It ties into pedagogy, spatial design, and the operational culture of the school.
While this topic is highly relevant, researching it is surprisingly difficult. The challenge lies in the multifaceted nature of learning and well-being, which are influenced by countless factors beyond the physical environment. Students’ individual backgrounds, teaching methods, curricula, and school leadership practices all intertwine with the effects of school buildings. It is difficult to isolate the specific impact of, for example, improved acoustics or increased natural light on learning outcomes, especially when so many other variables are at play.
In a report to be published on January 27, we have developed new methods that allow us to gain fresh insights into evaluating learning, well-being, and operational culture.
We understand that assessing the impact of school buildings requires long-term studies. Changes to a building or the construction of a new school may only begin to show in learning outcomes and well-being years later, once teachers have learned to use the new spaces in pedagogically meaningful and impactful ways. Longitudinal studies are now essential to ensure we build schools that secure the future of children and young people.
School buildings are an investment in the future, and their design and research demand both precision and long-term commitment. While it is challenging to gain a complete picture of their effects, every step forward brings us closer to creating environments that support learning and well-being in the best possible way.
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