ABSTRACT
This chapter explores the rhetoric, experiences and issues in developing designs for sustainable wellbeing in the school setting and refers to research carried out with children in schools in the Midlands and North of England. It presents empirical work with children in schools exploring the notions of sustainable architecture, sustainable lifestyles and education. The chapter argues that there are three aspects to encouraging sustainable living in the school environment: critical engagement; innovative pedagogies; and academic or 'green' leadership. The importance of environmental experience on children's physical and mental health and wellbeing has been established. Involving children in design provides opportunities for children to examine the social and cultural factors impeding the adoption of more sustainable lifestyles. The concepts of design for the purposes of wellbeing and the relationship of design with sustainability are, however, more contemporary issues within the influences on architectural thinking.
