Physical Spaces

Optimize the Built Environment for Well-being

Intentionally designed and configured spaces can positively impact student’s well-being by enhancing their mood, social connectedness, and learning (Black et al., 2014; Kuh et al., 2005; Temple, 2008; National Disability Authority, 2014; Hrach, 2021). Although some features of the built environment may be out of your control, other characteristics can be modified to create a learning space that is welcoming and optimal for well-being. In addition to you making small changes to your teaching spaces, consider changes that can be made to departmental common spaces, your office (if you have one) and at events and meetings which include students.

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Example practices

The strategies below are organized along the timeline of a course: from development and syllabus planning, to early weeks of the semester, to ongoing.

Course Development and Planning

  • If your assigned classroom/lab seating does not fit individuals with physical disabilities or a range of body sizes (e.g., there aren’t at least two available tables and chairs to supplement chairs with attached desktops), call this number / click this link [LINK] to request adequate seating for your space.
  • For more information, refer to Simon Fraser University’s Principles for Enhancing Well-being through Physical Spaces guide.

Early (First Two Weeks)

  • Include visual cues that are supportive (e.g., cues to fostering a growth mindset, inclusivity, etc.) in classrooms, labs, offices etc. Consider posters, postcards, memes on PowerPoint slides, mementos in your office space or lab.
  • As students are coming into class, lab, or other presentations, show “trailer slides” that feature on-campus resources and/or play music to welcome them in.
  • When possible, configure (or ask for assistance to arrange) seats in a circle or other group seating that allows students to communicate with you and each other. This configuration should also include at least one table and chair that are unconnected to each other for people of different body sizes and abilities.
  • If meeting one-on-one with a student is necessary, consider the space, location, and time of day to ensure that the student would feel comfortable. Meet in a public space (if not possible, keep an office door ajar) or virtually during regular business hours.

Ongoing

  • Include visual cues that are supportive (e.g., cues to fostering a growth mindset, inclusivity, etc.) in classrooms, labs, offices, etc. Consider posters, postcards, memes on PowerPoint slides, mementos in your office space or lab.
  • As students are coming into class, show “trailer slides” that feature on-campus resources and/or play music to welcome them in.
  • When possible, configure (or ask for assistance to arrange) seats in a circle or other group seating that allows students to communicate with you and each other. This configuration should also include at least one table and chair that are unconnected to each other for people of different body sizes and abilities.
  • If meeting one-on-one with a student is necessary, consider the space, location, and time of day to ensure that the student would feel comfortable. Meet in a public space (if not possible, keep an office door ajar) or virtually during regular business hours.