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Health & Wellbeing
Time: 11:30 - 12:45
Date: 20 June 2019
The effect of changing expectations of social and learning experiences on university refurbishment requirements: Kate Thomas, Austin-Smith:Lord The student profile is changing. Hailing from a huge variety of social, cultural and economic backgrounds, students are shifting further towards veganism, teetotalism and well-being awareness. Social & catering space designs need to adapt to reflect this and remain… Read more »Education Buildings Wales
The effect of changing expectations of social and learning experiences on university refurbishment requirements: Kate Thomas, Austin-Smith:Lord
The student profile is changing. Hailing from a huge variety of social, cultural and economic backgrounds, students are shifting further towards veganism, teetotalism and well-being awareness. Social & catering space designs need to adapt to reflect this and remain profitable. There is also a rising expectation for very high quality architecture and interior design within university facilities, with teaching and learning spaces being viewed from a ‘paying client’ perspective. This is partnered with the shift in pedagogy away from desk based learning towards more free flowing social learning, driven by a desire for less didactic and formal delivery and facilitated by developments in wireless and cloud based IT. To improve room utilisation rates this requires flexible spaces which can support various delivery types, from one to one informal tutorials over a coffee to formal lectures. Using some recent and current refurbishment projects at UK universities addressing these shifts as examples, the presentation will explore these changes and what they mean for the future of university estates.
Mental Health in Education: Wendy de Silva & Paul Turpin, IBI Group
Schools are wonderful places to educate, promote and support children in their understanding of mental health. Because most children spend a significant amount of their time in schools, parents generally turn to teachers for advice when their children face mental health challenges. Given their proximity, teachers and staff are well placed to recognise and support their student’s mental health; but is there adequate support for schools to do this?
Education funding cuts have significant impacts on student access to mental health resources. Cuts in education psychologists, speech and language therapists and other mental health services mean that some children are not getting the help they need. Early intervention is important, and timely support can prevent mental health conditions developing and where they do, give students tools and strategies for which to self-manage. When students do not have the means to identify or address mental health concerns at primary level, issues often escalate in their later years. This creates a wider attainment gap and a much larger expense to the state in the long term.
So what can we do as an industry? We will identify the role that parents/carers, pupils, teachers, central government and local government can all play in this, and in particular what we as an industry and as designers can do.
Insulation4Education: Guidance on Thermal Comfort and Daylighting in the learning environment: John Hiscock, Kingspan Representative
Keeping students focused and on-task is a daily challenge for anyone working within the education sector: this job is made even harder when the school building is working against you.
The indoor environment affects the health, productivity and comfort of occupants. This presentation will look at the effective use of insulation to create an environment which safeguards wellbeing, boosts productivity, improves attainment and reduces absenteeism, whilst also limiting the running costs and environmental impact of education buildings.
- The requirements of Building Bulletin (BB) 101: Guidelines on ventilation, thermal comfort and indoor air quality in schools;
- The thermal comfort recommendations in schools and how to meet Building Regulations Part L;
- The effects thermal comfort can have on both the learner and educator in a learning environment;
- How to improve airtightness and reduce thermal bridging;
- Daylighting and the impacts on health, wellbeing and performance;
- Insulation solutions to meet the thermal comfort and daylighting requirements within an education building
- Paul Turpin Architect – Schools Lead (London & South East) - IBI Group