ABSTRACT
The view that children's perceptions of space are different to those of adults is the central premise of Chapter 7. What follows is the proposition that children and young people have a democratic right to be heard about the make up of their education, and most importantly the form of their school buildings, many of which were designed for the nineteenth century. The authors illustrate a range of initiatives which have been implemented within the UK over the past ten years which have transformed the perceptions of those who have participated. For example, the work of the Building Experiences Trust and then School Works has challenged the conventional professional view that children have nothing to offer to the design process.
