Article


Rethinking circulation space in schools


School corridors have traditionally been treated as the spaces between the important parts of a building. Classrooms, laboratories, halls, libraries and specialist rooms receive most of the attention during the design process, while circulation is often considered primarily in terms of getting pupils and staff from A to B. In this article, School Building Magazine Editor Joe Bradbury disusses how That approach is changing.


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he Department for Education’s latest approach to school design places greater emphasis on creating buildings that are inclusive,


accessible and supportive of different needs. Its new Inclusive education estates guidance, published in June 2026, specifically addresses adaptations to buildings and outdoor spaces, while the DfE’s current employer’s requirements identify circulation, accessibility, wayfinding, acoustics and spaces for pupils to pause as important elements of school design.


For architects, contractors and those responsible for existing school estates, this raises an important question: should the corridor still be regarded simply as a corridor?


More than a route between rooms


A busy school corridor can perform several functions simultaneously. It is a movement route, a social space, an informal meeting area and, in some circumstances, a place where pupils need to wait, regulate themselves or receive support. The DfE’s Education Estates Strategy highlights the importance of buildings that are easy to navigate, with wider corridors and places to pause. Its design approach also identifies clear wayfinding, appropriate lighting, acoustics and access to support spaces as part of an inclusive learning environment.


That represents a significant shift in how circulation can be considered during the design process.


A corridor that is technically compliant may still be difficult for some pupils to use. Long, narrow routes, hard surfaces, poor acoustics, confusing junctions, insufficient natural


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light or a lack of visual connection to the outside can all influence how comfortable a space feels. The answer is not necessarily to make every corridor wider or substantially increase the amount of floor space. It is about understanding what the space is required to do and designing it accordingly.


Creating places to pause


One of the most practical changes is the introduction of small areas where pupils can step out of the main flow of movement without leaving the circulation zone altogether. The DfE’s current strategy specifically refers to wider corridors and places to pause as part of an inclusive environment. These spaces can be particularly useful in busy schools, where hundreds of pupils may move between lessons at the same time. A recessed seating area, small informal work zone or appropriately positioned alcove can provide somewhere for a pupil to wait without standing in the middle of a corridor. It can also provide staff with a location for short conversations or additional support without requiring a formal meeting room.


However, these spaces need to be designed carefully. Poorly positioned furniture can obstruct circulation, create safeguarding concerns or reduce the usable width of an escape route. The principle is therefore not simply to add furniture to corridors, but to incorporate purposeful spaces into the building’s layout from the beginning.


Designing for different sensory needs


Acoustics are another area where circulation spaces deserve greater consideration. A classroom can be designed to meet acoustic requirements, but pupils and staff still have


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to reach that classroom through corridors, stairwells and shared areas. Hard floor finishes, large areas of glazing and exposed surfaces can create reverberation and make already busy spaces louder.


The DfE maintains specific guidance on acoustic design through Building Bulletin 93, alongside guidance covering ventilation, thermal comfort and indoor air quality.


For designers, this means acoustic performance cannot necessarily be considered room by room. The relationship between teaching spaces and circulation needs to be understood as part of the overall environment. Material selection can help. Absorbent ceiling treatments, acoustic wall finishes and carefully selected floor coverings can reduce reverberation, while layouts can be used to separate particularly noisy areas from quieter spaces.


The same principle applies to lighting. Glare, excessive contrast and inconsistent lighting can make navigation more difficult. The DfE’s design requirements include comfortable lighting, while its wider school premises guidance recognises the importance of appropriate daylight, views and control of sunlight.


Making schools easier to navigate


Wayfinding is another feature that can easily be underestimated. A large secondary school may contain dozens of classrooms, specialist facilities, offices and communal spaces spread across several floors. If the building relies entirely on conventional signs and room numbers, pupils who struggle with navigation can find the environment difficult to understand.


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