Adolescents’ positive attitudes towards school: a reflection on the spatial configuration of school buildings

Abstract

Evidence connecting the socio-spatial properties of a school building with adolescents’ positive attitudes towards school is rare. This study examines whether the socio-spatial context of school along with individual parameters of adolescents (such as gender and perception of attainment) influence their positive attitudes towards school. It harnesses spatial data by implementing analytical approaches to the understanding of the school layout, observational data, qualitative insights, and adolescents’ perception surveys in two finger-plan secondary schools in Cyprus. Two statistical models have been developed explaining 32% and 41% of the variation of students’ positive attitudes. The most important factors contributing to the models include the visibility potential of students’ classrooms and their perceptions of academic performance. Thus, the findings of this study are expected to help designers to understand the impacts of their design interventions and leaders in education to appreciate the role of the school building in adolescents’ positive attitudes towards school.