Article
Version 1
This version is not peer-reviewed
Students’ Wellness and Mindfulness in School Designs
Version 1
: Received: 20 August 2024 / Approved: 21 August 2024 / Online: 21 August 2024 (07:45:53 CEST)
How to cite: Ndimako, O.; Babalola, O.; Ugah, U. Students’ Wellness and Mindfulness in School Designs. Preprints 2024, 2024081518. https://doi.org/10.20944/preprints202408.1518.v1 Ndimako, O.; Babalola, O.; Ugah, U. Students’ Wellness and Mindfulness in School Designs. Preprints 2024, 2024081518. https://doi.org/10.20944/preprints202408.1518.v1
Abstract
The design of school environments plays a pivotal role in promoting student wellness, mindfulness, and socio-emotional learning (SEL). This article explores the integration of Environment Behaviour Studies (EBS) concepts into school design to enhance students' overall well-being and academic success. It highlights the importance of indoor environmental quality, ergonomic and flexible learning spaces, and biophilic design in fostering a healthy and engaging learning atmosphere. Additionally, the article delves into the creation of mindfulness spaces, sensory-friendly environments, and the use of colour and aesthetics to support emotional regulation and mental health. By examining case studies of successful implementations, the article underscores best practices for designing schools that promote positive social interactions, ensure safety, and reflect community values. Ultimately, this comprehensive approach to school design aims to nurture holistic development, support socio-emotional learning, and prepare students for lifelong success.
Keywords
Environment Behaviour Studies; Environmental Psychology; Mindfulness; Socio-Emotional Learning; Wellness
Subject
Arts and Humanities, Architecture
Copyright: This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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