Education Buildings Journal


‘Creating a range of spaces where students can get away from computers and screens to focus on their surroundings’


Photo courtesy of the University of Sheffi eld


and discussion. This extends academic learning outside the traditional lecture theatre and in turn, quickly helps students to develop a support network. When this is combined with the introduction of green space and nature, we will then see reduced stress, lowered blood pressure and enhanced wellbeing.


2. Be active. Simply put, let’s encourage walking. Physical activity is one of the most effective ways to improve mental wellbeing. Interiors can be designed to encourage students to use stairs by locating communal areas adjacent to them. Providing a clear wayfi nding system and additional pedestrian routes throughout the campus encourages students to walk, jog, cycle and therefore be active.


3. Mindfulness. Encouraging students to slow down and pay more attention to their physical environment and their own thoughts and feelings has been shown to reduce the production of stress hormones. Creating a range of spaces where students can get away from computers and screens to focus on their surroundings should be as important as the IT-rich, social and group areas. The University of Sheffi eld has recently created landscaped pedestrian boulevards through their estate as part of a masterplan to create a unifi ed, sustainable campus which enables students to stop, relax and enjoy the (occasional!) sunny day.


4. Learning. Trying new things can help to build confi dence, create feelings of self- worth as well as reduce depression and symptoms of anxiety. University campuses that offer a wealth of learning opportunities outside of the traditional academic courses are a step ahead. If university estates are open, inviting and have active frontages and easy access they will naturally encourage


“University masterplans


are a great opportunity to encourage interaction within the community”


students to stay on campus longer, explore new experiences and furthermore develop students into well-rounded individuals. This is embodied by the ‘sticky campus’ principles founded in Australia which establish an environment where-by students will stick around, even if they don’t have lectures.


5. Giving. Encouraging students to engage with a wider social network as well as within the local community can fundamentally impact on their university experience. Therefore, the location of the campus and how it links to the local community are key. University masterplans are a great opportunity to encourage interaction within the community. For example, individual projects could include increased public


access, provision of spaces for


community use, and the supporting of local communities by using this shared public space.


If we are to enhance the mental health and wellbeing of our students, university estates should be designed incorporating a range of spaces: collaborative, contemplative, open and accessible. It is therefore up to both the architects and estate managers to put health and wellbeing at the front of their minds when creating or improving university spaces.


Lucy Plumridge will be speaking at Education Buildings Wales on the 18 June, and at Education Estates on 16 October.


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