ABSTRACT
New insights into how we learn have the potential to change the way we design schools. Neuroscience can inform space planning decisions, and an increased attention to environmental factors is warranted given the sensitivity of school-age children to their surroundings. A programming process can convene stakeholders to create a vision for the role of a new school building, which goes beyond a learning environment to encompass all of the potential uses over the service life of the building. The environmental impact of the building can also be explored and planned for.
