FH Demco Array 2023 by Demco, Inc.

S C H O O L S PAC E D E S I G N I S S U E

Spark curiosity. Ignite learning.

Shaping and sharing

YOUR SPACE STORY

Engaging students as

CO-DESIGNERS NURTURE GROWTH

with natureinspired design

FH 2023

Issue #2

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At Demco, we know the incredible impact that the learning environment can have on both students’ and teachers’ engagement, wellbeing, and success. And we know that a learning environment is so much more than furnishings. From acoustics to organization to technology, every element can work together to maximize the potential of the space — and of everyone who steps inside. In the right environment, teachers have more time and energy to focus on what they do best and students become more positive, engaged, and successful. We’ve seen it happen in Demco-designed spaces across the country and around the world! In this edition of the Demco Array, you’ll find articles and insights from innovators and experts in student-centered learning space design. Whether they’re part of the Demco team or one of our exceptional partners, each of them brings a unique perspective and fresh ideas. We hope this issue inspires and informs you on your continuing journey to create spaces that support your educators and empower your students — now and in the future.

OUR MESSAGE

Supporting educators, empowering students, succeeding together

Chad Edwards, President

Spark curiosity. Ignite learning.

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The Demco Array celebrates the role of librarians and Pre-K–12 educators in our communities while sharing an array of ideas and inspiration to help you spark curiosity, ignite learning, and transform lives.

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For projects big and small

When it comes to all things learning spaces, we’ve got you covered. Do you need help finding a teacher’s new favorite chair, replacing a desk that’s now discontinued, or furnishing a classroom on a budget? You don’t have to browse all 30,000+ options in our catalog. Our product experts can provide personal recommendations that meet your needs with the right balance of quality and cost. Or are you looking for a partner to renovate an existing school, furnish an entire district, or design effective spaces from scratch? The Demco projects team is standing by to bring your vision to life. Our proven process starts with getting to know you and ends with finished spaces where your community will thrive for years to come.

NEEDS ASSESSMENT

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DESIGN DEVELOPMENT

PRODUCT CONSULTATION

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PROJECT MANAGEMENT

INSTALLATION

FOLLOW-UP SUPPORT

Learn more or get in touch with the team at demco.com/project-services or call 866.995.8857

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The BEST of the best

We choose partners whose exceptional commitment to quality and customer care matches our own. Through this broad network of trusted suppliers, you’ll have access to 1,000+ high-quality furniture collections designed for flexibility, durability, and safety.

Your furniture is of the highest quality. I’m just beyond impressed with what we purchased. The teachers are thrilled as well! Everyone I came in contact with at Demco was professional, very knowledgeable, and took pride in their work. My experience with your staff was top notch! Kelly VanWinkle, Principal, Centerville-Abington Elementary School

D e m c o wo r k s w i t h 70 + P r e - K–12 S u p p l i e r s, i n clu d i n g …

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04 20 Schools Thrive with Better Design

Discover quick ways to optimize your learning spaces for greater teacher recruitment and retention.

A Story Everyone Will Love

Gain support from teachers, students, families, and the community by sharing your space narrative.

CONTRIBUTORS

Dr. Robert Dillon

Sara Florin

Brian Proctor

Author, Speaker, Educator and Lifelong Learner

Assistant Director of Technology and Innovation

Associate Principal and Education Planner

With 20+ years in education, Bob has served as a teacher, principal, technology director, and innovation leader. Working through an equity lens, he looks to bring excellence to every classroom. In service of this goal, he has written five books and co-founded ConnectED Learning, a non-profit that provides affordable, quality professional development for teachers.

In her work for White Bear Lake Area Schools in Minnesota, Sara leads innovation and growth while supporting students, staff, families, and community members. She designs and advocates for studentcentered spaces that buzz with thinking and learning.

Currently based in Indianapolis, IN, Brian focuses on student and staff well-being, as well as purposeful design that supports all learners. He’s dedicated to cultivating partnerships, nurturing relationships, and building better communities.

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10 16 26 28 30

NATURE BY DESIGN HOW TO START THE LEARNING SPACE STORY WHAT TO CONSIDER IN YOUR CALMING SPACE THE POWER OF TECH IN CLASSROOM DESIGN BETHEL SCHOOL DISTRICT’S JOURNEY TO EXCELLENCE

Students as Co-designers

By Sara Florin

Foster a sense of belonging and equity by helping students shape the learning space.

Empower Your Counselors with Dedicated Spaces

By Dr. Stephen Himes

Like optimized classrooms, well-designed counseling spaces help students and staff thrive.

Aaron Maurer

Dr. Stephen Himes

Kate Larson

Emily Roth

STEM Lead

Co-founder of Storyboards College Admissions Portfolios

Writer

School Principal

Kate has a background in nonprofit communications and is particularly interested in the ways that language drives behavior changes through education, awareness-building, and the power of an irresistible narrative.

Emily is a K–8 principal in St. Louis, MO. As a teacher and instructional coach for 15 years, she’s worked in the U.S. and around the world. Emily has a passion for traveling and for making this world a better place.

Aaron works with 21 Iowa school districts and helps promote STEM, computer science, authentic learning, and purposeful play in K–12 classrooms. He’s authored two books and is an avid fan of STEAM, makerspaces, project-based learning, and of course, coffee.

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In addition to helping to make the college application process as easy as possible for students, Stephen has worked as an interdisciplinary curriculum designer and teacher for 13 years. He’s also earned his J.D./Ed.D. with an emphasis in education law.

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Schools Thrive with

Better Design

THOUGHTFUL SPACES CAN ATTRACT THE BEST TEACHERS TO YOUR SCHOOL — AND KEEP THEM THERE By Dr. Robert Dillon

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Excellence is shaped in exceptional places. From Broadway theaters to state-of-the-art athletic facilities, the best of the best reach their potential in spaces that are tailored to what they do. Naturally, the same is true for learning environments — and the benefits of thoughtful space design reach far beyond students’ academic success. Better learning spaces can also help you recruit and retain top teaching talent. Continued on page 6 >> 866.995. 8857

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conditions. Give them a better Even in substandard spaces, chance at excellence by designing teachers do amazing things their spaces with care. for our kids. Because so many educators are driven by a RELIEVE STRESS AND Teachers who personal mission that motivates FOSTER POSITIVITY IN them to go above and beyond, YOUR SCHOOLS work in optimized they’ll use the tools they have to Teachers who work in optimized learning spaces do what they can. But in today’s learning spaces can see firsthand education landscape, good can see firsthand how invested their leaders are teachers are in high demand and how invested in their success. It’s inherently have their pick of available roles. motivating because it sends the School leaders need to leverage their leaders are message that the whole school every possible advantage to in their success. community is on the same team, bring them on board and ensure working toward the same goal, they’re well-equipped and happy and that the district will use its once they arrive. This includes resources to get there. Even more sharing a clear vision, fostering importantly, it reassures teachers a positive environment, and investing in practical that leadership has their backs and will help them support for the realities of their work. navigate future challenges. This alone can relieve a major source of anxiety and uncertainty. EMPOWER TEACHERS WITH THE TOOLS THEY NEED

Have you ever tried to make a recipe without all of the ingredients, complete a DIY project with the wrong materials, or play a round of golf with only a putter? Sometimes ingenuity and luck let you muddle through, but more often than not you end up with a poor result. No matter how passionate they are about their work or how creative their ideas, teachers will struggle when they lack the resources they need: the writable space required for big-picture thinking, the flexible furniture that makes it easy to adapt and collaborate, the materials and storage that keeps spaces organized and distractionfree, and the integrated technology that today’s students need to maximize discovery. And even the most extraordinary educators are only human. Don’t let them spend their limited time and energy on adapting to less-than-ideal

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The physical space can also eliminate many barriers teachers need to overcome to complete essential tasks. Badly designed environments zap energy and creativity, add daily frustration, provoke misbehavior and distraction, and overstimulate the senses; well-designed ones reduce stress, foster a sense of care and belonging, promote focus and engagement, and ease the pressure on teachers and students alike. This enables teachers to bring their best content and learning processes to the table, and it gives students a chance to get locked into learning. When teachers are surrounded by this kind of support and learning-centered design, they want to return to the space and continue the work. It becomes easier not only to manage the challenges that arise each day, but also to recover after hard moments. A restorative environment combined with confidence in school leaders’ support can combat the burnout that’s so common these days.

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LEAD BY EXAMPLE TO ACHIEVE EXCELLENCE Some of this space design work can be facilitated by teachers, but it can be difficult to ask them to do something different and more impactful if they’re already overwhelmed. That’s why school leaders need to be at the forefront, not only making learning space design a priority, but also emphasizing that great spaces equip teachers for excellence and make them want to stick around. Consider making explicit efforts in the areas below to get quick wins, to showcase the importance of space design, and to set teachers up for greater success. Get rid of excess stuff. One of the quickest ways to improve a learning space is to remove things that are no longer needed. Ask teachers what gets in their way and what they wish they could offload. Reassuring them that they don’t have to keep everything they’ve been given can liberate them to think about their instructional design in new ways. ake care of the details. Model how to take T responsibility for the school environment and encourage the entire community to participate. Remind them that anyone can pick up items from the ground, remove outdated posters, and report areas that need repair. Be clear that this doesn’t reflect poorly on those who clean the building; instead, it’s an effort to involve teachers and students in maintaining a tidy space for learning. Look at the big picture and prioritize. Before making major changes, gather ideas from teachers

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themselves or from an education-focused design team. Consider all of the stated needs and what you know about the science of learning, then build a priority list and assign phases of implementation. You’ll be able to leverage this plan when you talk about budget and other resources (such as support from maintenance). Having this list starts to build momentum toward real solutions. Don’t forget common spaces. All spaces are learning spaces. Classroom design is vital, but remember that entry ways, offices, hallways, libraries, and other common spaces also impact students and teachers on a daily basis. These areas can welcome students and families, send a message about excellence, foster calm and wellbeing, and promote both personal learning and greater collaboration. Tell the story of your space. Outstanding spaces are a team effort and require buy-in from across your community. It’s crucial that everyone from district leaders to local families understands how the space currently functions, what needs to change, and the long-term impact those changes will make. Once you tell that story, you’ll win the enthusiastic support you need to succeed. Read more about this on page 20. Whether your school is poised for a full transformation or small, thoughtful optimizations, the changes you make can make all the difference. Focus on the fundamentals — what every teacher and student needs to excel in their environment — and you can turn the tide on teacher recruitment, satisfaction, and retention.

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Flexible shapes. Endless possibilities.

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Nature by Design

ACHIEVING GREATER WELL-BEING AND BETTER PERFORMANCE THROUGH BIOPHILIC DESIGN

By Brian Proctor

Today’s educators recognize that the learning environment is one of the most important factors affecting student success. Optimizing where students learn influences how they learn. But this link isn’t a new one. The theory that our brains operate differently in different settings — specifically while experiencing nature — dates back to an 1865 report to Congress by F.L. Olmsted, widely known as “the father of landscape architecture.” We now know that fostering a connection to nature (real or artificial) has countless positive effects. As summarized in a 2019 literature review titled “The Impact of Biophilic Learning Spaces on Student Success,” research over the past 15+ years has demonstrated that sunlight, access to green space, organic forms and patterns, and even looking at pictures of nature has been linked to: • A higher rate of cognitive development, faster cognitive processing speed, and greater cognitive capacity • Improved concentration, alertness, and memory

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• Better school-wide academic performance, as well as higher levels of self-reported engagement and enjoyment of learning • Lower stress and anxiety levels, and a stronger sense of happiness and well-being • Better physical health, increased physical activity, improved healing times, and better circadian rhythm functioning • Supportive relationship building with peers By integrating elements of nature into your built environment, biophilic design holds the potential to revolutionize educational spaces and enhance students’ well-being, cognitive abilities, and academic performance. Through a variety of architectural and interior design elements, we can create transformative learning environments that empower students, stimulate their curiosity, and promote holistic development. Biophilic design also allows us to nurture a connection with nature and instill in students a deep appreciation for the environment — inspiring them to become responsible stewards of the planet.

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SIX WAYS TO CREATE ENVIRONMENTS THAT SUPPORT HOLISTIC DEVELOPMENT 1

INCORPORATE LIVING WALLS A 2022 meta-analysis published in the National Library of Medicine examined the link between indoor plants and reduced stress levels, increased focus, and enhanced cognitive function. Living walls, also known as vertical gardens, are a space-efficient way to add real greenery, improving students’ well-being and their performance. These lush vegetation displays also improve air quality and create a visually appealing and calming environment.

USE NATURAL MATERIALS, SHAPES, AND PATTERNS Materials like wood, stone, and bamboo create a calm and inviting atmosphere. As outlined in a 2015 article by T.D. Albright, people process biophilic patterns and forms more easily, which minimizes mental strain and leaves more energy for complex tasks — like learning something new. Plus, organic textures provide tactile experiences that can stimulate sensory learning and creativity.

DISPLAY BIOPHILIC ART AND IMAGERY Wall murals depicting landscapes, wildlife, or natural elements can transport students into a serene natural setting, fostering a sense of tranquility and inspiration. This type of art can also serve as a tool for environmental education, sparking curiosity and appreciation for the natural world.

PROVIDE ACCESS TO NATURAL (OR NATURE-INSPIRED) LIGHTING The benefits of sunlight are well known and include improved mood, increased productivity, and better concentration. Designing classrooms with large windows, skylights, or light shelves can maximize natural light penetration. If you’re working with a pre-existing space, incorporating dynamic lighting that mimics natural daylight cycles can help regulate circadian rhythms, promoting better sleep patterns and alertness.

USE FLEXIBILITY TO PROMOTE OUTDOOR CONNECTIONS Learning spaces that seamlessly connect indoor and outdoor environments are a hallmark of biophilic design. Extending the classroom outside school walls offers opportunities for handson learning and exploration, as well as physical activity to burn excess energy. If you don’t have access to a courtyard or terrace, try bringing mobile indoor/outdoor furniture onto the school lawn.

INTEGRATE GARDENS AND GREEN SPACES Allowing students to care for their own living greenery can foster a sense of responsibility, enhance critical thinking skills, and promote environmental awareness. These firsthand experiences with the natural world can also be active meditations, helping students to relax and unwind.

Tap Into the

Growing Trend

Scan to Explore the Nature-Inspired Classroom D E MCO.COM

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Students as Co-designers

ENGAGED STUDENTS BELIEVE THEY BELONG By Sara Florin

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TAKE A MOMENT TO RECALL A

favorite learning space. Can you remember what characteristics made the space feel special? Was it already designed, or did you get to set up the space and decide how you wanted it to look? It can seem as though a learning space that is already designed, decorated, and determined before a learner walks in would be comforting — and it may be for some. But for others, it can send unintended messages about power imbalance, ownership, decision-making, relationship building, classroom culture, how students are allowed to show up in the space, and a variety of other possible negative first impressions and feelings. These messages are unintended consequences of an educator who is trying to create a warm, welcoming space where learners can authentically grow and learn. P R O M OT I N G E N G AG E M E N T I N A L E A R N I N G S PAC E By co-designing a learning space with students, a strong foundation for engagement can be built, fostering a sense of belonging and equity by empowering student voice and choice. The result is a collaboratively designed environment that’s based on the needs of everyone who will use the space. They can then reflect on and cooperatively make changes to the design. The most common reaction to this idea is a metaphorical “throwing up of hands” by educators who assume that co-designing with students means they’ll have to hand over all classroom management and control. That’s not the case. While this process isn’t always easy, it is the only way for each learner to truly know they belong. A S C A F F O L D I N G S T RAT E G Y S I M P L I F I ES T H E P R O C ES S

It creates a culture of respect, community, support, and authenticity — a space to belong.

One way to help this process run smoothly for both educators and learners is to use a scaffolded approach, much like a teacher would with the Gradual Release of Responsibility Model when introducing new information or skills. Continued on next page >>

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D E S I G N I N F LU E N C E P U T I N TO AC T I O N

CO N T I N UA L R E L E AS E O F D E S I G N I N F LU E N C E F RA M E WO R K Students are able to pick from options created for them

Students give their ideas and see their contributions affecting choices/ options

CO N

Students collaboratively design space CO based on learning -DESIG N activities and group needs, then reflect and cooperatively make changes

IBUTION TR

Figure 1: This framework shows how choice (students picking from options created for them) and contribution (students giving their ideas and seeing their ideas affecting choices/options) could be used to build the skills and confidence learners need to co-design a space. CO N T I N UA L R E L E AS E O F D E S I G N I N F LU E N C E M O D E L

CHOICE

(Teacher designed)

Students pick

CONTRIBUTION

Students give ideas

(Teacher designed)

Teacher influence of learning space design

Teacher facilitates process

Student influence of learning space design

CO-DESIGN

(Student designed)

G RA D UA L R E L E AS E O F RESPONSIBILITY MODEL Teacher responsibility Focus lesson

“I do it”

Guided instruction

“We do it” Collaborative Independent

“You do it together” “You do it alone”

Student responsibility Figure 2 & 3: These models show the original visual progression of the Gradual Release of Responsibility Model, as well as how the levels of design influence can be scaffolded in a similar manner. Source: P.David Pearson, Margaret C. Gallagher, The instruction of reading comprehension, Contemporary Educational Psychology, Volume 8, Issue 3, 1983, Pages 317-344, ISSN 0361-476X, https://doi.org/10.1016/0361-476X(83)90019-X.

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To better understand how the Choice, Contribution, and Co-design levels function, let’s look at a few examples in a K–1 classroom. How might students influence the space at each level? THE CHOICE LEVEL: At this level of influence, students choose from pre-existing options. For example, the teacher might create several seating areas within the classroom and allow individual students to choose where they want to sit each day. THE CONTRIBUTION LEVEL: Contribution gives students the opportunity to generate ideas and see them implemented. Teachers can lead a brainstorm to solicit suggestions from the class, then put the most popular into practice. For example, if the teacher is planning a bulletin board, the class can vote on the theme. THE CO-DESIGN LEVEL: Like the contribution level, this starts with brainstorming. The difference? The questions are more open-ended, students have more ownership over implementing their ideas, and they reflect on and change the design over time. For an in-classroom play area, the teacher might ask students to bring items and experiences from home to add realism and individuality. How exactly you use these levels depends on how much time you have, what kind of space you’re designing, and how old your students are. Some decisions shouldn’t be made collaboratively at all, while others require some parameters from the adults involved. Educators can expect to have to teach some of the skills outlined above and to facilitate until students are more confident designing independently. It’s all a part of the collaborative design process! C O - D E S I G N E M P OW E R S L E A R N E R S A N D E D U C ATO R S When educators co-design learning spaces with students by intentionally engaging them, welcoming them to influence the setup, and encouraging adjustments and enhancements while using the space, the benefits are numerous. It creates a culture of respect, community, support, and authenticity — a space to belong. Our learners and educators deserve nothing less.

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CO-D ESIGN QUI CK GUI D E F O R TE AC HE RS IMPLEMENTING LEARNING SPACE DESIGN INFLUENCE BY GRADE

CHOICE

CONTRIBUTION

ELEMENTARY SPACES

ELEMENTARY/ INTERMEDIATE SPACES

MIDDLE SCHOOL SPACES

HIGH SCHOOL SPACES

G RA D ES K–2

G RA D ES 3–5

G RA D ES 6–8

G RA D ES 9 –12

Ask learners to stand in their favorite spot.

Ask learners to choose a spot for individual or small group work time.

Have learners vote on grouping formations of furniture.

Have learners discuss and vote on the furniture layout and the order of academic activities.

Ask learners to help brainstorm different furniture configurations that could include:

+ Types of furniture, if possible + Small group work time + Large group work time + Individual work time

Facilitate the design thinking process with learners to answer the question, “How might we create a space that cares for our learning community?”

Engage in the design thinking process with learners to answer the question, “How might we create the most engaging learning environment that cares for all who enter and spend time here?”

Ask learners to help brainstorm ideas for furniture stations that could include: + Sensory tables + Literacy time

CO-DESIGN

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Use the design thinking steps collaboratively with learners to pick a space for morning meetings. Try the first iteration. Reflect and make any changes for the next iteration at the next meeting.

Ask learners to help brainstorm different furniture configurations that could include:   + Small group work time + Large group work time + Individual work time

Facilitate the design thinking process with learners to answer the question, “How might we reset our space for at least two different learning activities?”

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How Teachers Can Start the Learning

Space Story By Aaron Maurer

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Teachers can make students part of the story by co-designing the space alongside them. The learning space is the start of an everevolving story. It’s a unique tale of shared experiences that helps to foster lifelong learning in school and beyond. School leaders can help teachers shape this story by encouraging them to consider a few key questions, each designed to help educators think through the lens of narrative rather than predefined design.

KEY QUESTIONS FOR TEACHERS

Working Together to Maximize

Learning Spaces TEACHER CHALLENGE

By Emily Roth

HOW TEACHERS CAN START THE LEARNING SPACE STORY

What is your learning space currently communicating? Understanding the story that has been told so far might require an outside perspective. Teachers should talk to students and peers about their space to see how it speaks to others. How can this grow into a shared experience? Teachers can make students part of the story by co-designing the space alongside them (see page 12 for tips). They can also encourage them to contribute something personal to the space, such as a small artifact, a drawing, or a written idea on a communal board. Does your learning space reflect our school’s values, goals, mission, and vision? Teachers can cultivate flexibility in the space in order to accommodate various learning styles and activities, from group projects to quiet individual study. Teachers can also use elements that inspire creativity and collaboration, such as movable furniture or interactive boards to turn students’ ideas into a tangible part of the learning environment. Administrators can help ensure those elements are available in classrooms.

One of the best things we did at our school was to partner teachers up the week before students came back for the purpose of improving each other’s learning environments. Teachers assessed each other’s rooms and gave both positive and constructive feedback on the space design. Constructive feedback was approached in a supportive, non-judgmental way, and it made all the difference! You can facilitate this exercise by giving teachers some guiding questions, such as: • What area of the classroom do you feel drawn to? • What makes that area particularly engaging? • Which areas have the best flow for students to move around? • Are there any spaces that feel constrictive? What makes them feel that way? • What ideas do you have to open them up?

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A Story Everyone Will Love

MARKET YOUR SPACE DESIGN STORY TO HELP YOUR COMMUNITY UNDERSTAND WHY DESIGN IS CRUCIAL TO SUCCESS By Dr. Robert Dillon

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Have you ever walked into a school and felt like you were transported into learning spaces from decades or even centuries ago? In these moments, it becomes clear that many of today’s learning spaces are not the result of thoughtful strategy; instead, these spaces have been shaped by the momentum of tradition and thousands of microdecisions that weren’t made over the years. Think about the message this outdated design sends about the school’s values and priorities. Consider the story that takes shape in your mind about what the learning experience is like there. Notice how much you already feel you know about the place just from evaluating the space design. Your own spaces are telling a story, too. Do you know what it is? More importantly, who is in control of the narrative? Every space has potential waiting to be unlocked. To get there, you must first win support from teachers, students, families, and your community. That means crafting a compelling narrative about why space design matters and how it supports kids’ success, then marketing that narrative effectively. You’ll need to tell your story, repeat your story, and unpack your story to make sure it’s the one that sticks. THE POWER OF SPACE NARRATIVES

People have strong opinions about their local schools, but these statements don’t necessarily match reality. When you walk into the schools, you’ll find teachers working hard in spaces they’ve spent lots of time meticulously crafting for learning. But without an intentional counternarrative, these misinterpretations can grow and spread. You can begin to combat these negative perceptions by talking about your instructional vision, but telling a strong visual story in your physical spaces is far more compelling than words alone. Repeat your story Telling the story once at the beginning of the year is not enough. The world is a noisy place, and all successful communication requires that you frequently repeat yourself, rephrase your message, and return to your “why we’re doing what we’re doing” conversations.

Every space has potential waiting to be unlocked. To get there, you must first win support from teachers, students, families, and your community.

When someone else tells your story, it loses power. Each retelling further obscures the original context and eliminates details that are essential to understanding the intent. When school leaders allow this to happen to their learning spaces story, the changes can impact how the community perceives the spaces — and whether they support the decisions you make about them. Tell your story “They are just wasting money at that school.” “Seems like they are experimenting on our kids.” “The quality of learning has really dipped in the school. It seems sort of run down.”

Marketing’s Rule of 7 dictates that customers need to hear the same message at least seven times before a brand begins to earn their trust and business. The same is true in “selling” your space story. Once others understand and trust the story that you’re telling, they can begin to repeat it to others — accurately and enthusiastically.

Every shift in staff members, new students to the building, or new families moving to or visiting the community is an opportunity to talk about how spaces are actively supporting teaching and learning, as well as why you are investing money into the upkeep and enhancement of these spaces. Everyone in your community should be equally convinced that the learning space matters.

Unpack your story How learning happens and what makes it excellent is a mystery for most families and community members. As a school leader, you’ll have to unpack those questions, including explaining the role the learning environment plays in enabling educators to do their jobs well. This can be a tricky task, Continued on next page >>

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Combined with the excellent efforts of your teachers, strategic spaces can have a monumental effect on learning. as you’ll have to avoid jargon and use more accessible language to communicate with a wide variety of audiences. For example, you might explain that redesigned spaces don’t just look good; they also provide a more effective and engaging place for small group instruction, innovative teaching, and deep learning. Outdoor classrooms aren’t a waste of green space; they build critical connections with the natural world, stimulate cognitive development, boost overall well-being, and model learning beyond the classroom. New furniture isn’t a replacement of tradition for the sake of it; it’s one way we can use the science of learning to give our kids a stronger foundation for success. COMMUNICATE TO EXTEND THE IMPACT If you’ve never tried to market something before, it can feel daunting. Try to leverage the experience and expertise of those around you, including coordinating your strategy with district communication officials. And when in doubt, use the following goals as a guide: • Make sure that individuals know how to answer simple questions posed by students and families • Create an experience for visitors that’s wrapped in the importance of space as a catalyst for learning • Use as many channels as you can (social media, the web, print, video, in-person events, and more) to share your story beyond school walls Educate your educators Equip every member of your staff to talk about the essential attributes of an effective modern learning space. When a change is made, make sure everyone can talk about why — why that space, why that change? Can they explain what impact the change will have on learning? Share simple, templated responses that make it easy to understand and share the narrative. Remember, repetition is key to building buy-in among your learning community.

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Strengthen your message with visual aids Most people outside of education don’t have a sense of what a modern learning space looks like. The visual narrative that is locked into the community scheme is a set of desks, a teacher’s desk, and some places to write on the wall. One way to change this narrative is by sharing pictures and videos of your spaces. When you do, make sure to share your strategy for each space at the same time: zoning, student choice, flexibility, and other intentional elements. Do this whenever your space evolves in a meaningful way, whether that’s a furniture purchase or an entirely new approach to the design. Invite the community into your space You need to open the doors and invite everyone in to experience the power of modern learning spaces firsthand. Ideally this would be in person, allowing people to fully immerse themselves in the environment, but you can also do it virtually if needed. This will help them truly understand why the space needs to be a priority, turning the conversation away from “this isn’t how I learned, it’s all a bit much” to “I wish that I could have learned like this, it feels incredible!” MAKE A LASTING IMPACT Combined with the excellent efforts of your teachers, strategic spaces can have a monumental effect on learning. School leaders can’t let confusing, inconsistent, or missing messaging undermine those efforts. Don’t leave the narrative up to chance — especially when your community is investing money into revitalized spaces. Before you make a big purchase or undertake a spaces project, have a plan about how to talk about the changes, when to bring people into the story, and how often to share information. It’s the only way that learning can fully link with the learning design for a positive impact on teachers, students, and the community.

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Tell your story

Repeat your story

COMMUNICATE TO EXTEND THE IMPACT

Unpack your story

Educate your educators

THE POWER OF SPACE NARRATIVES

Strengthen your message with visual aids

Invite the community into your space

M A KE A L A

Learning

Learning design

PA C T

Positive impac t on your teachers, students, and community

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Empower By Dr. Stephen Himes

Your Counselors with Dedicated Spaces L I K E O PT I M I Z E D C L AS S R O O M S, WELL-DESIGNED COUNSELING SPACES HELP STUDENTS AND STAFF THRIVE

As a college admissions consultant, I’ve been in a lot of counseling offices. It’s been a unique experience in every school. The “counseling office” often doesn’t sit naturally within a department or grade-level hallway, and it may instead live near the gym or in shared office space. But while they often come second to other learning and common spaces, counseling spaces (and the services they support) play a vital role in students’ success. S U P P O RT CO U N S E LO R S TO B E TT E R S U P P O R T S T U D E N T S Counseling as a service is often broken into four jobs: social-emotional needs, scheduling, career track, and college admissions. Depending on student need, staffing allocation, and leadership mindset, these jobs might be juggled by a single counselor or managed by a variety of specialized staff, such as crisis managers, tutoring coordinators, or internship advisors. No matter how your counseling services are structured, they are an essential part of supporting your students’ academic achievement, college and career preparedness, and mental wellness. In addition to supporting students, counselors help schools manage: · Behavioral issues, especially as the emphasis on mental health and trauma-informed care grows · Security for standardized tests · Scheduling that combines virtual and offcampus options · Career track counseling that must be coordinated with vocational schools · College admissions coaching and college rep visits

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C R E AT E S T U D E N T- C E N T E R E D S PAC E S Administrators can empower counseling teams by assessing their needs against the space. Have a thorough conversation around duties, then work together to identify how intentional design can optimize a new or existing space for those duties. Consider aesthetic coherency, too; it helps to create a consistent, calming environment for both students and staff. Knowing how vital counseling services are, it’s critical that school leadership inves ts in student-centered counseling spaces. The following case studies highlight key things to consider when choosing or creating a space for your counseling team.

Background: One counseling department in a large suburban district started their space redesign process by meeting with their principal to clearly define their duties. Over the course of the conversation, the principal learned how much time had been devoted to course scheduling and realized that students’ social-emotional needs would not be prioritized during the upcoming semester. The administrator worked out a system where the homeroom teacher would input schedules instead, saving the counselors weeks of time. This decision also opened the counselors’ scheduling office for other uses, so the administrator approved a redesign. The team provided a detailed plan for the project, but also made an immediate change: removing the obsolete technical manuals and college catalogues quickly freed up the space to focus on social-emotional needs. Results: Armed with a precise proposal, buildinglevel administration was able to negotiate funds at the central office level to redo the space with conversational furniture, softer lighting, and warmer colors consistent with the rest of the counseling

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M A K I N G S PAC E F O R E M OT I O N S : A C AS E S T U DY

The consistent aesthetic signaled to students: This is where you go when you need to talk to someone.

B U I L D I N G T R U S T T H R O U G H S PAC E D E S I G N : A C A S E S T U DY

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offices. After the redesign, the whole space felt unified around the single purpose of individual counseling. The consistent aesthetic signaled to students: “This is where you go when you need to talk to someone.”

Background: A counseling department in a rural district realized that an increased emphasis on social-emotional needs created confidentiality issues. But to accommodate the increased traffic coming through offices, counselors needed administrative input.

One counselor with a t h e a t e r b a c kg r o u n d approached the experience like directing a play. Together, she and her principal designed a flow that reorganized the space to allow discretion from start to finish, allowing students to enter the counselor’s office without an audience. Instead of asking teachers to verbally communicate with students who were needed in the counselors’ office, the counselor messaged both the student and their classroom teacher via Teams. Once a student arrived, they no longer waited outside the office in a waiting room; in the new arrangement, they could walk in right away, be greeted by the secretary, and immediately go to the offices in the rear. Inside the space, two comfortable chairs on an area rug invited conversation instead of a desk creating division. Setting the stage this way built trust and comfort in students before they began the difficult emotional work of talking about themselves. Results: Staff and students reported feeling more comfortable going to the counseling office because they could maintain their privacy. The key takeaway was that the space ought to be designed with students in mind; it was where they went to ask for help, not where adults answered email. Counselors reported that after getting used to it, they liked how the different spaces focused their work and appreciated that administration committed to fulltime spaces for them.

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What to Consider in Your Calming Space Students dealing with stress or anxiety sometimes need additional support to get through the school day. While caring parents and educators can offer some relief, self-care is a must for long-term well-being. Designing an environment with peace and positivity in mind can help students learn how to reduce negative input and refocus their attention independently.

GIVE THEM A SOFT PLACE TO LAND Physical comfort is key to relaxation and self-regulation. Plus, lounge seating creates a soothing, homey atmosphere that even the most ergonomic desk chair can’t offer.

CREATE MORE RESTFUL MOMENTS Many students suffer from audio and visual overstimulation. Help them combat this with quiet, private places where they can unwind and soothe their senses.

Scan to Explore a Virtual Calming Space

PROMOTE MINDFULNESS THROUGH MULTI-FACETED PLAY Serve a wider variety of sensory needs with enjoyable tactile experiences. Occupying students with therapeutic sensations can help quiet the mind and keep them grounded.

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USE A NATURALLY SERENE COLOR SCHEME Earthy greens and muted blues have been shown to lower stress levels, offering students one of the key benefits of natureinspired design: a calmer mind.

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The new way to

“shhh” Libraries are livelier than ever, but many visitors still need the classic quiet. The two can live in harmony with acoustical solutions that minimize noise pollution — without toning down the fun.

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The Power of Tech IN CLASSROOM DESIGN By Kate Larson Whether by creating interactive virtual lessons, harnessing online resources for exploration and discovery, or mastering new ways to communicate with students and their households, teachers are using technology to facilitate more engagement and learning — with less stress. While there are countless ways to integrate technology into the classroom, this article will focus on what school leaders can do to make the biggest impact for teachers, an increased focus on mental wellness, and making classroom management easier.

recent survey by the National Education Association found that 32% of educators were planning to leave the profession earlier than they had expected, citing burnout and stress.

It’s important to implement school-wide support, which can lead to improved academic per formance, decreased conf lic t between students, and help students feel more invested in their school communities. All of this means that mental wellness needs to be a focus in the classroom — Small choices, made more than ever before.

TECHNOLOGY AND MENTAL WELLNESS It’s clear that K–12 students face enormous mental health challenges. Many are stressed out, anxious, isolated, and unsure of what the future holds. And educators are also struggling. A

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intentionally and with a clear vision, can eventually lead to a shift in organizational culture.

WHAT YOU CAN DO FOR YOUR TEACHERS Today’s technology offers numerous games and apps that can be used in the classroom to help enhance students’ mental wellness and make teachers’ jobs easier.

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TECHNOLOGY AND INCREASED ACCESSIBILITY More devices in the classroom means more ways for students to engage and explore. It’s an opportunity for educators to personalize lessons for individual needs. It’s a chance to take digital ‘field trips’ to museums or historical sites, video chat with guest speakers, or watch live cams from aquariums or eagles’ nests. And it’s one more way to get students engaged, supporting those who work best via educational technology. WHAT YOU CAN DO FOR YOUR TEACHERS 1. Ensure that student populations who engage better via technology have access to devices and programs that fit their needs. 2. The learning environment must effectively support technology-rich instruction. Ensure classroom spaces are equipped with enough power to support personal devices, screens and displays, and other peripheral technologies. 3. Consider investing in upgrades like interactive whiteboards that make lessons shareable, or models that can run two programs at once to allow different learning options at the same time. 4. Work with teachers to determine how many screens a classroom may need to support. Is one large screen at the front of the room enough, or do they need small-group areas featuring smaller screens for collaborative learning? TECHNOLOGY AND SAVING TIME Digital administrative tools have the potential to lower the hassle of classroom management and save time. Technology can simplify administrative tasks, keep resources in a central location for students, and make it easier for families to access information and grades. Scheduling and collaboration platforms can streamline internal meetings, team communications, and parent conferences. Online games and lesson plans can provide educators with detailed information about how students are progressing through individual lessons or modules, which might make grading easier. WHAT YOU CAN DO FOR YOUR TEACHERS • Consider surveying teachers and families about which tech offerings worked well, which came up short, and which might need tweaking in order to better meet everyone’s needs in the classroom. • Ask whether your educators would appreciate further training on certain apps or programs in order to feel more prepared and take better advantage of the features their technology offers.

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Bethel School District’s Journey to Excellence DEMCO IS… “PERSONABLE. SERVICE-ORIENTED. RESPONSIVE.” After completing a recent high school project, and with only two weeks remaining in the current elementary installation, Jeff Mann, Facilities Planner at Bethel School District in Spanaway, WA, took some time to speak with Demco. While surrounded by stacks of unpacked boxes and freight, he shared Bethel’s experience with school renovations, expansions, new construction, and what it’s like to partner with Demco. A STRONG START MAKES ALL THE DIFFERENCE In 2020, Bethel School District began searching for a partner to help them design their new, renovated, and expanded learning environments. The very first call with a Demco representative made a strong impression on the Bethel team, who were struck by the level of enthusiasm: “Administrators and everyone felt Demco stood out.”

LOOKING AHEAD After the completion of the ELC in the fall of 2021, Bethel turned its attention to an approved bond project that included eight additional schools ( four elementary, three high, and one middle). With global supply chain issues and workforce shortages causing delays around the world, the district needed a proven partner who could coordinate on-time deliveries, secure storage, and seamless installations of furniture across multiple schools. Based on the planning, communication, and organization that Demco demonstrated during the ELC project, Bethel trusted the team to deliver and successfully transform their spaces on time. But that wasn’t the only reason Bethel chose Demco again. The district also cited the clarity and deep understanding facilitated by the initial exploratory meetings, as well as 2D, 3D, and virtual reality renderings that made envisioning and evaluating the plan simple. Clear and proactive communications also created an approachability that kept all team members engaged and excited.

That was the beginning of a shared journey that would include many spaces for all ages — starting with the youngest students at Bethel’s Early Learning Center (ELC). Staff at the ELC Jeffrey D. Mann, AICP wanted to transform the 9,000 sq. ft. Facilities Planner building using a cohesive, kid-friendly Bethel School District design that made a connection with the outdoors, supported a variety of activities for up to 18 students at once, and ensured RISING TO THE CHALLENGE the new furnishings would last for years to come. Like any large-scale project, Bethel encountered some obstacles with their school transformations. As Demco made the oversized space more welcoming the first project of its kind for the district, they lacked and functional by creating learning zones and any previous standard, which felt uncertain at first. But using flexible furniture to add crucial adaptability. their concerns were quickly alleviated. “We needed to Organic shapes and colors complemented create a district standard and Demco has set our level built-in architectural elements and transitioned of excellence. At our preschool, what Demco created seamlessly to the play space outside. It made all is now our preschool package. Now, we are using the the difference. 30

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example from our first elementary installation as the model for our second elementary.” The personalized process and close partnership instilled confidence in Bethel, too. It meant that when a power issue delayed one elementary school’s construction by several months, Mann and his team “worked with [Demco] to find storage and we were able to store [our new furnishings]. We worked together through the challenge. That was great.” Overall, Mann emphasized that the district was “very happy, even when working through some of the challenges.” Demco’s Steve Scicchitano, Learning Environment Consultant, managed scheduling and Amber Benesch, Interior Designer, provided the customized design. “The whole process is exciting. Steve didn’t miss a beat, brought energy, and took care of us. And then Amber is absolutely terrific. She puts the magic in it! Now that we’ve worked together, we read each other’s thoughts.” SEEING IT ALL COME TOGETHER — FROM ANTICIPATION TO DELIGHT The district is now on their fourth school project with a fifth coming up. The finished spaces include an art room, special education classroom, commons, staff offices, health clinic, and classrooms in three elementary schools and a high school. Coming into the new schools, students and staff are thrilled. We asked Mann about some of the

district’s favorite results so far. He didn’t have to think long: “The entire preschool classroom package, and look of it, was a favorite. It’s fun, it’s colorful, and it was a delight to see it come together.” Another favorite was Katherine G. Johnson Elementary School. As the first new elementary school in the district in 13 years, it was met by 500 happy kids. “The set up really popped. We had a STEAM room. Seeing the finished design and install was amazing. You just walk in, and it says, ‘We’re going to make stuff here!’” Another fun space at this school was the reading area in the library. Demco worked with Bethel to create a custom rocket honoring the new school’s namesake, Katherine G. Johnson. She was an American mathematician who worked with the U.S. space program for more than three decades, helping to send astronauts to the moon as part of 1969’s Apollo 11 mission. When describing the Graham-Kapowsin High School, Mann said, “We expanded the commons. We used butcher block tables, stand up café tables, and soft seating — all in blues and oranges, the school colors. It just changed the whole tenor of the commons. It created meeting areas and breakouts. It just changed the commons into a real gathering spot as opposed to just a cafeteria with tables.” We asked Mann to sum up Bethel’s experience with Demco and he excitedly replied, “We’re fans!” And the feeling is mutual. We’re thrilled to be able to support Bethel’s education goals.

Power is knowledge DemcoPower Pop and DemcoPower Flow

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15 schools. One summe Revitalizing Oceanside Unified School District

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Located in the picturesque city of Oceanside, CA, OUSD faced an all-too-common dilemma: the outdated furniture in its schools was a learning roadblock. And while districts often wait to replace old furniture until they’ve remodeled, OUSD recognized their growing students needed a modernized learning space sooner. So, they came to Demco with a request — an enormous request. Was it possible to outfit 15 elementary schools with updated furnishings in just one summer?

D th

“When I was tasked with replacing all of the furniture in the school district [during the summer of 2022], I was a little nervous,” says Dr. Andrea Norman, Associate Superintendent of Business Services.

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Typically, school districts will do maybe one or two schools at a time. When I tell people from outside of our school district about the project, they can’t believe the scale. Dr. Andrea Norman, Associate Superintendent of Business Services

Creating effective and equitable learning environments for 9,000 students across 15 K–5 schools (three of which were located on Camp Pendleton military base) was deemed nearly impossible by most of OUSD’s potential project partners. But after an extensive interview process, Dr. Norman says, “Demco came out heads above the rest because of the services that they were able to offer.” The Demco team surveyed every classroom and existing piece of furniture, coordinated input from across the district to inform eight pilot classrooms, provided seamless project management in the midst of a supply chain crisis, developed visionary interior design that met the needs of dozens of educators at once, and ensured on-time delivery and installation of nearly 25,000 pieces of flexible furniture.

to w

And the whirlwind process “could not have gone better because of the planning and direction from Demco,” says Dr. Norman. Teachers at OUSD schools say the new furniture has “made a huge improvement for students and their learning,” giving every student an equal spot in the room and a sense of ownership over the space. “With updated furniture,” says Education Specialist Janelle Slasor, “students feel like they matter, that we are ready to invest in them. And when we invest in them, they know that we care.”

See how the teams worked together to transform dozens of classrooms at once — and how Demco can help you bring your vision to life. Scan the QR code or visit demco.com/OUSD.

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mer break. 8,900

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Demco came out heads above the rest because of the services that they were able to offer.

Student Desks

Typically, school districts will do maybe one or two schools at a time. When I tell people from outside of our school district about the project, they can’t believe the scale.

11,600 Chairs

You could not select a better company to work with. Communication with Demco was by far the best I’ve ever had with a company in business services.

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2,000

Dr. Andrea Norman,

Associate Superintendent of Business Services

1,200

500

Shelves

Tables Flexible Seats

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