Participatory principles in practice: Designing learning spaces that promote wellbeing for young adolescents during the transition to secondary school

With a view to informing school designing projects that foster the wellbeing of Middle Years students, this chapter explores the participatory designing process of the Junior Secondary Precinct at Cannon Hill Anglican College in Brisbane, Australia. The chapter highlights the importance of including student voice in the designing process and the benefits of collaboration between school community members and architects. The Cannon Hill College design project sought to create a learning environment that would respond to the wellbeing needs of Middle Years students who experience various challenges in their transition from primary to lower secondary school. The project members recognised that student-focused spatial design can enhance their motivation, learning engagement, changing relationship dynamics and developing self-identity. As demonstrated, the participatory designing process approach led to positive wellbeing and pedagogical outcomes