Secondary School

by Ellen Larson Vaughan, Steven Winter Associates, Inc.

Last updated: 06-01-2009

Overview

Secondary school buildings provide the setting for the second phase of a child's formal, compulsory education in the United States—high school or grades 9 through 12. The Elementary and Secondary Education Act (ESEA), first enacted in 1965 and recently reauthorized by the No Child Left Behind Act, is the principal federal law that affects kindergarten through 12th grade (K-12). The Whole Building Design Guide includes junior or "community" colleges in the secondary school category. Junior colleges and high schools are similar in scale and connection to the community. Indeed, junior colleges often serve as bridges between high school and a four-year college or university.

Building Attributes

Like elementary schools, secondary school buildings have the potential to enhance or undermine the learning process. They need to be comfortable, healthful, safe, and secure. Junior colleges and high schools, often intended as joint-use facilities for other community programs, must provide accessibility, flexibility, and durability. Because of year-round use, it is particularly important to manage operational costs, and that requires life-cycle cost analysis. While all K-12 schools today need to accommodate computers, secondary schools have greater need for integrated technologies that support more sophisticated curricula and performance arts. Secondary schools are more likely to be used for community events, from public meetings or performances in the auditorium, to athletic competitions in the gymnasium, or the natatorium.

A. Types of Spaces

Fundamental space types for elementary schools include, but are not limited to:

• Administrative Offices
• Auditorium/Performing Arts
• Art facilities
• Cafeteria—In secondary schools, the cafeteria often doubles as the auditorium, aka "cafetorium."
• Classroom—Daylighting is most important in classrooms, where most teaching and learning occurs.
• Common areas/courtyards
• Gymnasium
• Health Services
• Lobby—Schools often showcase team trophies in the foyer.
• Media Center—Schools are changing traditional libraries into media centers, adapting to new technology, as well as to other issues such as comfort, flexibility, and maximum use of space.
• Multipurpose Rooms
• Music Education
• Restrooms
• Science Facilities
• Swimming Facilities

B. Design Considerations

Accessibility

• Design spaces to meet the specific needs of students and teachers with disabilities. See Americans with Disabilities Act. Refer to ADA Standards for Accessible Design
• The United States Access Board, which supports ADA implementation, recognizes that poor acoustics also have a negative impact on hearing-impaired students. ANSI/ASA Standard S12.60-2002, Acoustical Performance Criteria, Design Requirements and Guidelines for Schools, specifies acoustical performance criteria for learning spaces.
• Design for future flexibility, which enables spaces to be easily modified.

See also:

• WBDG "Plan for Flexibility: Be Proactive"
• National Clearinghouse for Educational Facilities
• ADA Accessibility Guidelines for Play Areas

Aesthetics

The importance of the physical appearance of a public school should not be minimized. A school building that is attractive and responds to and is consistent with the design and context of the neighborhood, builds a sense of pride and ownership among students, teachers, and the community. The exterior should complement the neighborhood and reflect the community's values. The interior should enhance the learning process.

• Bring the community into the planning process through an integrated design process.
• Provide an interior environment that is visually comfortable and stimulating by providing ample natural light and incorporating colors that stimulate or soothe, depending on the space function.
• Design for diffuse, uniform daylight throughout classrooms.
• Avoid glare and direct-beam sunlight.
• Use daylighting analysis tools to model the interaction of lighting and materials that reflect or absorb light.

Cost-Effective

School districts typically separate their capital and operating budgets and therefore have little incentive to factor in the long-term cost of a building when making decisions about its design and construction. However, to reduce the total cost of owning a building while ensuring its quality, it is necessary to balance the initial design and construction costs with the cost of lighting, heating, cooling, repairing and otherwise operating and maintaining the facility.

• Select building elements on the basis of life-cycle cost analysis—Mirror the lifespan of projects and systems with the expected lifespan of the facility.
• Consider the recyclability of materials.
• Specify materials and products that are easy to maintain (balance this with their impact on children's health and the environment).
• Utilize life-cycle cost analysis tools.
• Commission the facility to ensure that it operates in a manner consistent with design intent.
• Use energy simulation and analysis tools to optimize energy performance (integrate daylighting systems, high-performance HVAC, energy-efficient building shell, and high-performance electric lighting)

Functional

To foster students' sense of community and individuality:

• Cluster classrooms around common areas.
• Connect spaces visually with colors and patterns.
• Provide platform spaces for gathering, sitting, and presenting and alcoves for reading and studying.
• Consider Educational Commissioning™ where all occupants are educated on the intent of the design elements and know how to use the facility optimally for teaching and learning. This process can be more sophisticated for higher grades.
• Decentralize administrative spaces to encourage active leadership and maximize interaction with students.
• Provide a "home base" for each student and teacher.

To ensure flexibility and adaptability for changing programs and enrollments:

• Use operable walls to increase the efficiency of large, multipurpose spaces, such as the cafeteria and gymnasium.
• Accommodate technology upgrades.
• Allow classrooms to change with the activity and group size. This is particularly important in primary schools, where students typically stay in one room with one teacher throughout much of the day.

Historic Preservation

Historic school buildings—those that are 50 years of age or older—typically were the centers of their communities and were designed to optimize natural ventilation and daylighting. Communities should study the history of their schools and become involved in the planning of new schools in order to make wise decisions regarding renovation versus new construction. All of the pros and cons of renovating an old school should be weighed, such as:

• Structural integrity
• Community access
• Building orientation—solar access
• Daylighting opportunities (i.e., large windows) and possible barriers (multi-story buildings)
• Other features that enhance or hinder visual/thermal/acoustic comfort
• Potential to upgrade for energy efficiency, water efficiency, safety and security, and technology
• Aesthetics
• Community landmark; historic significance
• Proximity to residential neighborhoods (potential for walking/bicycling to school)
• Site preservation vs. disturbance

For information about preserving, rehabilitating, restoring, or reconstruction historic buildings see WBDG Historic Preservation Branch.

Productive

Secondary schools should enhance the health and productivity of students, teachers, and staff.

• Make daylighting a priority, especially in classrooms. See U.S. DOE Energy Design Guidelines for High Performance Schools. Daylighting is the controlled admission of natural light into a space. Glare and hot spots can undermine the learning process. Studies show a positive correlation between daylighting and student performance.
• Integrate daylighting with high-efficient electric lighting and controls to optimize visual comfort.
• Use natural ventilation when possible. (This and daylighting also provide a connection to the outdoors.)
• Ensure acoustical comfort. Poor classroom acoustics are more than merely annoying, they can disrupt learning.
• Ensure superior indoor air quality. Consider displacement ventilation systems.
• Ensure thermal comfort. "Right size" HVAC systems to keep humidity in the comfort zone.
• Embrace the concept of the building as a teaching tool (aka a 3-D textbook or living lab).
• Connect the indoor environment to the outdoors by providing operable view windows in classrooms and easy access from classrooms to gardens and other outdoor areas that can be utilized in the curriculum.

Secure / Safe

• Providing safe schools should be a high priority.
• Maximize visual access to corridors and school grounds.
• Increase occupants' sense of ownership and "territoriality" by providing comfortable, not institutional, rooms and by clearly defining the school boundaries.
• Control access to the building and grounds by individuals and vehicles.
• Use durable, non-toxic building materials.
• Provide shelter in cases of emergency. See FEMA 428—Primer to Design Safe School Projects in Case of Terrorist Attacks and FEMA Safe Rooms and Community Shelters Case Studies.
• Accommodate safe egress from the building in case of emergency.

Sustainable

• Use energy, water, and other resources efficiently.
• Integrate renewable energy strategies, including passive solar design and, where appropriate, solar thermal and photovoltaics.
• Integrate high-performance mechanical and lighting systems.
• Conserve and protect natural areas.
• Incorporate materials and products derived from sustainable-yield processes and/or are manufactured locally.
• Provide opportunities for safe walking and bicycling to school.

 

 

Emerging Issues

Like elementary schools, the challenge in secondary school design is to incorporate high-performance design features and technology cost-effectively. But high schools and junior colleges have even more sophisticated technology needs. Some school designs are featuring wireless hubs instead of computer labs. Network reliability is critical. Media centers will have more information technology and fewer books.

Joint-use facilities are more common. Opening schools to the community dramatically decreases the development footprint because communities are constructing and maintaining fewer buildings and parking. This conserves land, building materials, energy and other resources, and enhances the value of civic life.

In high schools, grouping and separating spaces for public functions facilitates access, improves security, and allows for HVAC zoning to control energy costs. Community-shared spaces also require upholstered, comfortable seating. Visitors need convenient, well-lit parking areas. Color coding serves a useful purpose in secondary schools as well as elementary schools, but signage is particularly important for public events.

Consider security screening technology for secondary school students in addition to visitors. Sufficient entries are needed to prevent congestion but these must be supervised. To counter crime and vandalism, facilities should integrate technology with security-based design strategies such as appropriate landscaping.

Scientists, planners, design professionals, public officials, school administrators, parents, teachers, and students are informing the current dialogue about optimal school design:

• Scientists who study the "neuroscience of learning" are finding that certain lighting, acoustics, and spatial relationships support or hinder the learning process.
• Planners and designers are involving community stakeholders in their design decisions and spurring the development of joint-use facilities that are centers of the community. School districts are serving communities that are increasingly multi-cultural and multi-lingual.
• Concerns about safety and security (within the school and within the community) are more acute than ever, prompting innovative thinking about design strategies that minimize the impact of natural and manmade hazards. Schools with back-up, off-grid, renewable power systems can double as emergency shelters. See NREL Solar Secure Schools: Strategies and Guidelines.
• State and local officials are recognizing that school facilities—the physical buildings—are important to their programmatic success. Several states have established new design guidelines and requirements for "high-performance" schools whose features promote student/teacher health and productivity, cost-effectiveness, and sustainability.
• School administrators, parents, teachers, and students are focused on meeting new testing standards, which calls for an enhanced learning environment with state-of-the-art technology and comfort control systems.

Relevant Codes and Standards

Organizations

• National Clearinghouse for Educational Facilities (NCEF)—Sponsored by the U.S. Department of Education and managed by the National Institute of Building Sciences, NCEF is the world's largest repository of information about Pre-K to 12 school planning, designing, funding, building, improvement, and maintenance.

Federal Government

• ADA Accessibility Guidelines for Building Elements Designed for Children's Use
• Department of Defense:
• 10 U.S.C. 2164. Department of Defense Domestic Dependent Elementary and Secondary Schools
• U.S. EPA EnergyStar—ENERGY STAR for K-12 School Districts
• Energy Design Guidelines for High Performance Schools
• Additional Federal Government Resources

State Resources

• California—Division of the State Architect—Incentives for Sustainable Schools
• Massachusetts Technology Collaborative—Green Schools Initiative
• New Jersey—Schools Development Authority
• Additional State Resources

Private Sector

• ANSI/ASA Standard S12.60-2002, Acoustical Performance Criteria, Design Requirements and Guidelines for Schools by Acoustical Society of America
• ANSI/ASHRAE Standard 55-2004, Thermal Environmental Conditions for Human Occupancy by American Society of Heating, Refrigerating and Air-Conditioning Engineers
• ANSI/ASHRAE Standard 62-2001, Ventilation for Acceptable Indoor Air Quality by American Society of Heating, Refrigerating and Air-Conditioning Engineers
• ASHRAE Standard 90.1-2001, Energy Standard for Buildings Except Low-Rise Residential Buildings by American Society of Heating, Refrigerating and Air-Conditioning Engineers

Major Resources

WBDG

Building / Space Types

Youth Centers, Educational Facilities, Child Care, Clinic / Health Unit, Conference / Classroom, Office

Design Objectives

Functional / Operational, Productive, Secure / Safe, Sustainable

Project Management

Building Commissioning

Federal Agencies

• Department of Defense Schools
• A Study of Schools Serving Military Families in the U.S.
• Statement of the National Military Family Association
• Department of the Interior/Bureau of Indian Affairs/Office of Indian Education Programs—The OIEP Division of School Operations and Support Services administers the Operations and Maintenance (O&M) programs to ensure that school faculties function to serve the daily needs of American Indian children and adults. The Division also provides support to Education Line officers who serve as the grants officers for construction grants administered under the Tribally Controlled Schools Act of 1988 (P.L. 100-297).
• Federal Emergency Management Administration
• FEMA 424 Design Guide for School Safety Against Earthquakes, Floods, and High Winds
• FEMA 428 Primer to Design Safe School Projects in Case of Terrorist Attacks
• FEMA 453 Design Guidance for Shelters and Safe Rooms
• U.S. Department of Education
• U.S. Department of Energy
• Energy Design Guidelines for High Performance Schools
• National Best Practices Manual for Building High Performance Schools
• U.S. Environmental Protection Agency
• Energy Star for K-12 School Districts
• Healthy School Environments

Private Sector

• AIA Committee on Architecture for Education
• Collaborative for High Performance Schools (CHPS)—Resources for high performance school design, construction, operations, and maintenance.
• Council of Educational Facility Planners International
• DesignShare
• National Clearinghouse for Educational Facilities (NCEF)
• National Summit on School Design—organized by American Architectural Foundation and KnowledgeWorks Foundation
• Sustainable Buildings Industry Council (SBIC)—Resources for high-performance school building design and procurement.
• U.S. Green Building Council—LEED-NC for K-12 Schools Application Guide (in development)—modifies LEED for New Construction in recognition that schools have unique characteristics and needs.

Publications

• Building Type Basics for Elementary and Secondary Schools by Bradford Perkins. New York, NY: John Wiley & Sons, Inc., 2001.
• Daylighting in Schools by Heschong Mahone Group, Pacific Gas & Electric, 1999.
• High-Performance School Buildings Resource and Strategy Guide by Deane Evans, FAIA, and the Sustainable Buildings Industry Council. Washington, DC: SBIC, 2001 and 2004.
• National Best Practices Manual for Building High Performance Schools by U.S. Department of Energy and National Renewable Energy Laboratory. 2007.
• Review and Assessment of the Health and Productivity Benefits of Green Schools: An Interim Report by National Academies Press. 2006.
• Schools as Centers of Community; A Citizen's Guide for Planning and Design by National Clearinghouse for Educational Facilities, KnowledgeWorks Foundation, Building Educational Success Together, Council of Educational Facility Planners International, Coalition for Community Schools. Washington, DC: 2003.

See more resources in the Educational Facilities Supplemental Resource List

Training

• Collaborative for High Performance Schools
• High-Performance School Buildings Information and Training Center, sponsored by the Sustainable Buildings Industry Council
• High-Performance School Buildings Workshop, offered by the Sustainable Buildings Industry Council
• High Performance School Design Online Training, sponsored by the New York State Energy Research and Development Authority

Points of Contact

• Judy Marks, Hon. AIA, Associate Director, National Clearinghouse for Educational Facilities (NCEF at National Institute of Building Sciences), 1090 Vermont Avenue, NW, #700, Washington, DC 20005; Phone: 202-289-7800; Email: jmarks@nibs.org