EDUCATION WITHOUT WALLS
OPEN AIR SCHOOLS AND THE COMMUNITY

THESIS

Open-air schools represent an alternative to traditional education formats by providing benefits to children and those who work in such schools and the community they serve. Students immersed in environments close to nature, surrounded by natural light, and well-ventilated spaces benefit students by enhancing learning experiences, and provide better health benefits, and better interpersonal relationships amongst students, faculty, and the community. Aside from being learning spaces, open-air schools become gathering areas for the community by providing a social and collaborative space.

RESEARCH FLOWCHART

PERSONAL INSIGHTS

As a designer, my focus is on researching educational and community spaces with an emphasis on open-air schools. Inspired by projects such as the Open Air School in Amsterdam by Jan Duiker, the Fuji School by Tezuka Architects, and the Gando Primary School by Francis Kéré, my goal is to blend nature, open-air environments, and learning. By prioritizing open-air classrooms, green areas, and natural light, I aim to foster holistic development and enhance the educational journey for students by looking into such spaces.

Attending alternative schools as a student in the Philippines has shaped my perspective on design. Experiencing outdoor play areas, open-layout classrooms promoting interaction among different grades instilled in me an appreciation for nature, social interaction, and alternative learning spaces. Being mindful of the significance of both indoor and outdoor areas, and the benefits of community-building, piques my interest for designing versatile open spaces for students, educators, and the community to utilize and enjoy.

Community of Learners | Open Space | San Juan, Philippines [1]

In terms of my personal growth within my career, I am eager to further explore social architecture, urban planning, walkability, and community building. These topics are of personal interest as they offer ways to create environments that prioritize people's well-being, foster inclusive communities, and promote sustainable living. I am passionate about exploring innovative approaches when it comes to designing spaces that prioritize human-centric solutions, enhance the livability of urban spaces, sustainability, and walkable communities. I am also interested in the potential of architecture and urban planning to serve as catalysts for social change, addressing issues of equity, access, and environmental justice. Hopefully, I can gain deeper insights, gain more experience, and connect with individuals and groups who have the same passions as I do. In this research, I discuss the topic of Open-Air schools, their history, and their benefits within a design, educational, and community context.

Dolores Park, San Francisco [2]

EDUCATION AND PUBLIC HEALTH

Open-air schools came to fruition as a means to mitigate tuberculosis in Europe and the USA. It was a space that deviated from the traditional structures which allowed for better penetration of natural light, better cross ventilation for increased airflow, closer proximity to nature, as well as open layouts.

Architects adopted educational concepts such as the New School which emphasized student independence and interaction with other children, modular furniture and walls, and easy access to outdoor gardens. Open-air schools introduced a more “open” way to education, redefining learning spaces, and taking into consideration public health within the pedagogical space. [3]

In the 1930s, Norman Collier, a student, attended Aspen House School in Lambeth, London, and told of the difficulties of winter when snow blew into the classrooms, which required clearing before lessons could start. Aspen House belonged to the Open-air school Movement, prevalent in the early 20th century. Originating in Charlottenburg near Berlin in 1904, the first 'Waldschule' (forest school) was founded by Dr. Bernhard Bendix and Hermann Neufert, which accommodated children afflicted with poverty-related ailments like anemia and malnutrition. This thoughtful approach, similar to holding places for tuberculosis patients, emphasized fresh air, nutritious food, and sunlight. The concept spread throughout Europe, influencing architectural designs like the pioneering Suresnes school near Paris, designed by Eugène Beaudoin and Marcel Lods in 1936, which still stands today, facilitating open-air education.[4]

In the early 1900s, before the creation of antibiotics, there was a fear of infectious diseases, specifically the Spanish flu pandemic. This fear was a key driver behind the promotion of schools. A 1915 note highlighted Dr. Robert Koch's efforts against tuberculosis. The Red Cross played a vital role in combating tuberculosis, advocating for open-air schools and summer camps to mitigate disease spread.[5]

Open-air school in Suresnes, France[5]

Above: Letter from Virginia Mailhouse, 9 years old [6], Right: Poster from the 1920s, Open Air Schools and Tuberculosis. New York: National Child Welfare Association.[5]

In a more modern context, CDC (Center for Disease Control) provides guidance on how to modify school spaces during mealtimes to prevent the spread of COVID-19. According to this guidance, it is recommended to prioritize outdoor dining whenever possible. This parallels with the philosophy of open-air schools, which have historically used natural environments for learning and activities. Encouraging outdoor dining not only reduces the risk of COVID-19 transmission but also promotes better ventilation, physical distancing, and a connection with nature. The CDC's recommendation is modern take of the basic idea of open-air schools, showing the importance of utilizing outdoor spaces for health, safety, and educational purposes. [6]

CDC diagrams [6]

Aside from modifying arrangements to existing pedagogy spaces, architects can also take note of the building design's physical orientations that emphasize space and daylighting as inspired by open-air schools of the past. Open-air schools emerged over a century ago to address health concerns such as tuberculosis and Spanish flu outbreaks among the population, specifically students and faculty. There was a prioritization of the use of natural light or daylighting, fresh air to help with public health matters of the time.

Natural light from large windows and openings, skylights, open floor plans, and utilizing outdoor learning spaces are some of the main features of an aopen-air school. It is noted that alternative learning spaces that include the natural environment contributes to student health and learning outcomes.

The early open-air school. a-b:Charlottenburg Forest School. d-e: King Alfred School. g-h: Open Air School in Amsterdam. j-k: Smith Middle School (Picture a-b, g-h from the Internet; picture d-e from INNER-LONDON SCHOOLS [7]

DATA

A five-year study across eight California schools, involving 12,750 students, showed how effective environment-based education was. Students consistently outperformed control students across various assessments, with students in the study scoring equally or higher in reading, math, language, and spelling, demonstrating the tangible benefits of outdoor education on academic performance.

1. Students equaled or surpassed control students' performance in all reading assessments.

2. Students achieved equal or notably higher scores than control students in 92.5% of math assessments.

3. In 95% of language assessments, students attained equal or notably higher scores than control students.

4. Students attained equal or notably higher scores than control students in 97.5% of spelling assessments.

5. Students outperformed or significantly outperformed control students in over 96% of all instances.

6. Students achieved significantly higher scores than control students in reading, math, language, and spelling in 42% of cases.

7. In 46% of reading test cases, students achieved significantly higher scores than control students.

8. In 49% of math test cases, students achieved significantly higher scores than control students.

9. Students achieved significantly higher scores than control students in 40% of language test cases.

10. In 32.5% of spelling test cases, students achieved significantly higher scores than control students.

Another insight is that outdoor education programs improve collaboration and community building among children, with studies showing reduced aggression, better moods, impulse control, and enhanced cognitive and social skills across diverse cultural and economic backgrounds.

Teachers observed notable improvements among students who participated in a week-long residential outdoor school program, including self-esteem (9.65%), leadership (7.36%), peer relationships (11.39%), motivation to learn (4.32%), cooperation (4.95%), conflict resolution (11.73%), problem-solving (20.44%), and classroom behavior (3.4%). Another study of over 800 students attending the IslandWood program in Bainbridge, WA, demonstrated increased positive behavior, environmental knowledge, and community development, with a reduction in group dysfunction and instances of unkind treatment among students. Place-based education programs were found to significantly enhance student engagement, civic involvement, time spent outdoors, and stewardship behavior (Duffin, Powers, Tremblay, & PEER Associates, 2004). Additionally, inquiry-based environmental education initiatives led to improved personal traits and community participation among students (Cheak, Hungerford, & Volk, 2002). Teaching using natural and socio-cultural environments enhanced students' interpersonal skills and academic performance across various measures, with educators reporting improved group work ability (98%), communication skills (94%), and civility (93%) among students.

That said, despite the positives of outdoor activities, modern technology can prove to be a hindrance, especially as screen time among children increases, Outdoor School in Oregon offers a vital opportunity to disconnect from technology and embrace the health benefits of outdoor activities. Excessive screen time, averaging 5 to 7 hours daily, can disrupt sleep, heighten attention issues, anxiety, and depression, and contribute to obesity. Research on 6th graders attending outdoor education camps revealed enhanced emotional recognition compared to peers in traditional schools. Natural environments significantly boost physical activity levels among students, with potential to reduce obesity. Efforts like the American Public Health Association's guidelines prioritize access to green spaces for all. Despite the recognized benefits, modern obstacles hinder outdoor play, as reported by 97% of mothers, citing concerns about safety and technology. [8]

Not only do open-air and outdoor schools improve academic standings amongst students, it also improves the well-being of those who inhabit such spaces. The healthy habits learned through open-air school and outdoor learning can be carried through the lifetime of the student. Open-air/outdoor schools foster healthier lifestyles and social connections, benefiting the community by promoting physical activity, reducing screen time-related health risks, and enhancing emotional intelligence among students, contributing to overall well-being and cohesion.

CASE STUDIES

I have come across some examples of open-air school design from innovative architects and firms. This goes with my interest in socially conscious architecture and community-focused design. These include Open-Air School in Amsterdam by architect Jan Duiker, Fuji Kindergarten in Tokyo by Tezuka Architects, and Gando Primary School in Burkina Faso by Diébédo Francis Kéré. All three studies will have their dedicated pages listed in the tabs above.

L-R: Open Air Scool, Fuji Kindergarten, Gando Primary School
[9, 10, 11]

INTENTION

Throughout my research on open-air schools and their benefits to the community, I’ve found that this type of non-traditional educational setting has directed me towards advocacy, design innovation, community engagement, and more thorough research practices. As a designer and architect, the goal is to influence stakeholders and policymakers to prioritize sustainability, as well as the health and welfare of students and the community these schools serve. These environments create dynamic learning spaces that foster creativity, collaboration, and an affinity with nature. As a designer, empowering communities through participation in town halls and other participatory design processes is important as it gives people a voice in shaping the spaces in which they inhabit. My research and designs, as a priority, should promote equitable, sustainable, and more involved learning environments that go beyond the standard classroom. Through the exploration of topics such as social architecture, urban planning, sustainability, community building, and advocacy, it is important to continue the process of learning, advocacy, and collaboration to design spaces that enrich and empower those who utilize them.

1.“School for Children.” Community of Learners. Accessed April 8, 2024. https://colf.edu.ph/.
2. Brown, T.M. “The Most Walkable Cities in America.” Thrillist, May 17, 2017. https://www.thrillist.com/travel/nation/most-walkable-cities-in-us-pedestrian-friendly.
3. Mondragón, Hugo, and Guillermo Marini. “Escuelas al Aire Libre: Arquitecturas Para Cuidar y Educar.” ARQ (Santiago). Accessed April 12, 2024. https://www.scielo.cl/scielo.php?pid=S0717-69962021000300114&script=sci_arttext&tlng=en.
4. “Philip Steadman.” Lessons in the snow, lessons on the beach. Accessed April 15, 2024. https://www.philipsteadman.com/blog/lessons-in-the-snow-lessons-on-the-beach/.
5. Gordon, Rachel. “Open Air Schooling: A Pre-Pandemic Tradition: Minerva’s Kaleidoscope.” The Library of Congress, February 1, 2023. https://blogs.loc.gov/families/2023/02/open-air-schooling-a-pre-pandemic-tradition/.
6. Centers for Disease Control and Prevention. (2021, November 15). Modifying school spaces during mealtimes to reduce spread of COVID-19. Centers for Disease Control and Prevention. https://www.cdc.gov/healthyschools/covid/safely-distributing-meals.html
7. Liu, Yubo, Kaifan Chen, Eryu Ni, and Qiaoming Deng. “Optimizing Classroom Modularity and Combinations to Enhance Daylighting Performance and Outdoor Platform through Ann Acceleration in the Post-Epidemic Era.” Heliyon 9, no. 11 (November 2023). https://doi.org/10.1016/j.heliyon.2023.e21598.
8. Empirical evidence supporting benefits of outdoor school ... Accessed April 15, 2024. https://grayff.org/wp-content/uploads/2013/10/Empirical-Evidence-Supporting-Benefits-of-Outdoor-School-and-Experiential-Learning-Programs_March-2015.pdf.
9. Escuela al Aire Libre (1930) Bernard Bijvoet & Jan Duiker. Accessed April 15, 2024. https://www.epdlp.com/edificio.php?id=7498.
10. India Block | 2 October 2017 3 comments. “Tokyo Kindergarten by Tezuka Architects Lets Children Run Free on the Roof.” Dezeen, October 2, 2017. https://www.dezeen.com/2017/10/02/fuji-kindergarten-tokyo-tezuka-architects-oval-roof-deck-playground/.
11. Slessor, Catherine. “Primary School by Diébédo Francis Kéré, Gando, Burkina Faso.” Architectural Review, July 16, 2020. https://www.architectural-review.com/today/primary-school-by-diebedo-francis-kere-gando-burkina-faso.

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EDUCATION WITHOUT WALLSOPEN AIR SCHOOLS AND THE COMMUNITY