Early Childhood and Elementary

Playscapes designed to address the unique needs of early childhood and elementary-age students require multiple areas for physical play that are inclusive yet challenging. Early elementary play can be more focused on motion and spinning, which provided positive, vestibular stimulation for brain development. “Spinning is an important form of sensory input that the brain takes in and processes that can help with balance, decision-making, and even attention span,” says GMB landscape architect Dana Hernalsteen. “Incorporating different areas of play also gives students a choice in how they want to explore and engage with their surroundings.” For example, pavement activities can take many shapes and promote different types of play, from group games like foursquare, to active learning from painted maps or solar systems, and social emotional needs like peace paths and buddy circles.

Ludington’s new elementary school aimed to create meaningful connections to the outdoors, an important initiative for the district. All the classroom wings connect outside through covered outdoor learning areas to playgrounds that encourage both outdoor learning and play. Multiple playgrounds address the needs of students from kindergarten through 5th grade on one campus. Broken down into distinct age categories, each playscape was designed to create meaningful play as students grow. For the youngest learners, areas that promote balance, like spinners and climbers, and creativity, like chalk and sandboxes, were included. For the oldest group, more challenging spaces for parkour and rope climbing encourage strength building, teamwork, and competition.

Special Education and Accessibility Needs

Creating an inclusive and accessible playscape presents students with many opportunities. Completely barrier-free design, with compliance for national standards, can be just as fun, intentional, and creative as traditional play areas. Incorporating the necessary signage, railings, fencing, and transitions into the natural surroundings where possible makes the accessibility requirements feel like just another part of the design. At Hamilton Community Schools, a special education wing’s new playground provides accessible play for all students. An ADA accessible ramp into the rubberized surface area for wheelchairs is the first impression of accessible use. The playground also includes equipment that can accommodate wheelchair users plus their adult paraprofessionals. “Incorporating different kinds of sensory elements from texture, sound, height levels, spinning, and signage gives the playscape something for everyone,” said GMB landscape architect Chris Markham. “Multiple zones throughout the area and the new equipment allow kids of different abilities to interact and play together without physical constraints.”

Serving Multiple Age Groups

At schools where multiple age groups share a single campus or facility, outdoor spaces can be creatively utilized to address the needs of multiple age groups. By blending programs together in flexible spaces that promote both play and learning on a smaller footprint, yet intentionally separating age group activities, districts can accommodate outdoor play for any age group. Potterville Public Schools is utilizing their shared campus to create outdoor areas that fit students from kindergarten through high school. Similar age zones are placed near each other to create the appropriate separation of activities while maximizing their square footage. The youngest group’s play area is enclosed in a courtyard and requires the least amount of space, while the middle school group will have play structures of varying scale and opportunity for free play. High schoolers will be able to physically exert themselves on play fields if they choose or can utilize seating with shade to read, study, and converse.

Athletics as a Catalyst for School Branding

• Facilities as First Impressions: Athletic stadiums, often centered around football, are seen as a uniquely American tradition that can shape the identities of students, institutions, and communities. From fields and courts to stadiums and signage, athletic facilities send a clear message: we invest in our students and we’re proud of our programs.
• Merchandise and Mascots: Spirit wear, team colors, and mascots are more than just fun, they’re vital branding tools. Whether worn at family-friendly Friday night games or shared across social media, these elements reinforce pride and recognition in the broader community.
• Creating a Unique Fan Experience: The Chippewa Champions Center at Central Michigan University is a shining example of using athletics to make a memorable first impression to all campus visitors. Located directly behind the north end zone, the center is one of the most unique fan experiences in the Mid-American Conference (MAC) and is located just steps from the Chippewas’ locker room, bringing fans up close and personal to the action on the field.

• Inclusion Through Shared Experiences: Games, practices, team nights, and fundraising can act as additional gathering points that unite students, staff, families, and alumni. Whether you’re on the team, in the band, broadcasting the game, or cheering from the stands, there’s a place to belong. These shared experiences help create deep emotional ties to the school community and to each other.
• Multi-Use Spaces That Serve Everyone: Creating flexible athletic spaces that serve educational, community, and event needs is a must. They serve PE classes by day, sports teams by night, and community events on weekends. Designing these spaces to be used by both male and female sports, and choosing durable materials that encourage year-round use, make great financial sense for educational institutions that often rely on public funding.
• Elevating The Student Experience: The award-winning Hudsonville Fieldhouse has ample space to support a variety of sports programs, community members, and school classes. It was important to the district to create spaces that reflected student talent, celebrated their successes, and reinforced the brand and culture of Hudsonville. 

Driving Student Excitement and Retention

• K-12 Impact: Competitive or high-profile athletics attract families and offer opportunities for students to choose what best suits their talents. More schools are adding options in fast-growing sports like girls’ flag football, boys’ volleyball, rugby, and lacrosse. These offerings pique student interest, attract new demographics, and promote year-round campus activity.
• Giving K-12 a Collegiate Feel: The turf fields at Woodhaven High School promote a sense of school pride with bold logos and school colors that evoke a collegiate feel to the complex, while also promote accessibility for all students, athletes, and community members regardless of gender or physical abilities.
• Higher Ed Impact: Athletics can be a deal-breaker or deal-maker during the college selection process, especially for student-athletes and school spirit-minded students and families. Highlighting athletics during campus tours and recruitment campaigns helps elevate the entire student experience. Winning seasons, legendary games, and beloved mascots are powerful touchpoints that also keep alumni connected, and invested in, your school.
• A Multi-Functional Alumni Space: The Stadium Club at Western Michigan University (WMU) transformed from primarily game day use to a 24/7/365 a year entertaining, fundraising, and intimate conversation space. The goal of the updated suite was to offer an elegant and welcoming experience to patrons that is unique to WMU.

Expanding the Definition of Athletics

• Intramural and Recreational Sports: In higher ed, intramural sports provide an outlet for physical activity, connection, and community without the intensity of varsity athletics. They help support student wellness and provide opportunities for leadership and event planning, especially for students not involved in other clubs.
• Developing Year-Round, Well-Rounded Athletes: Schools are shifting away from the “one-sport athlete” mindset and instead encouraging participation in multiple sports or off-season training programs. This approach helps prevent burnout and injury, while promoting teamwork, adaptability, and resilience.
• Exploring eSports: Competitive gaming programs are rapidly growing in both K–12 and higher education. East Kentwood High School in West Michigan has one of the top-ranked eSports teams in the nation and was placed in the Top 20 programs by USA Today. With more than 100 students on the team, their eSports program offers new ways to engage students who might not connect with traditional sports while still teaching them teamwork, strategy, and discipline.

Positive Impacts on a Student’s Learning Experience and Environment

• Upgraded and properly maintained systems create learning environments that are comfortable and limit noisy disruptions
• Promoting sustainability in tangible ways can provide hands-on learning opportunities for students
• Efficient buildings contribute to a better global environment, benefiting students’ well-being and their local communities

By adhering to the 2021 IECC, schools in Michigan can create optimized learning environments that prioritize comfort, health, sustainability, and innovation. These benefits not only enhance the day-to-day experiences of students but also equip them with knowledge and values for a sustainable future.

Designing an AI Empowered Student Workshop

Members from GMB’s design team, alongside Dave Tebo and elementary educators, conducted an AI-empowered student design workshop at Holland Public Schools. The district, where 66% of students are economically disadvantaged and 18% have disabilities, exemplifies the need for inclusive and equitable learning solutions. The workshop focused specifically on West Elementary, a school currently lacking collaboration spaces essential for fostering student interaction and teamwork. With a planned renovation, the objective was to incorporate student input into the design of grade-level extended learning areas (ELA) within the school.

The workshop aimed to engage K-5th grade students in the design process, empowering them to express their ideas and preferences, learn basic design concepts, and collaborate with professionals to bring their visions to life. Inclusive participation was paramount, allowing every student, regardless of background or ability, to have a voice in the design process. A lesson plan co-designed with district staff ensured alignment with their educational goals and included the development of a curriculum tool that the district can use for future student-led projects.

The workshop was structured into 18 separate sessions, each lasting 45 minutes, conducted during STEM class periods. Students from kindergarten through 5^th grade participated in visioning exercises that helped them imagine their ideal learning environment through storytelling and vision boards showcasing other inspirational student spaces. Students would then spend time ideating through drawing, writing, or using symbols or speech to express their ideas. The designers and educators assisted students in turning their brainstormed ideas into simple sketches or drawings and creating language to prompt the AI program. The workshop activities were tailored to meet the different needs of students — kindergarteners focused more on pictures, while 4^th and 5^th grade students were able to express ideas in writing or floorplan design.

Students were asked to formulate themes for the types of spaces they wanted to see. Common themes included learning spaces that emulated a forest, beach, outer space, treehouse, robots, and underwater. Students would gasp and squeal with delight when the AI-generated designs would pop up on the screens, showing their ideas come to life in real-time. Comments of “I would want that!” or “It looks really realistic,” would echo throughout the classroom. Children from each age range were visibly inspired and engaged with the program, providing the team with several thematic and design ideas to include in the future learning spaces.       

What Comes Next?

Post-workshop, the collected ideas and feedback will be used to inform the design elements of the new extended learning areas at West Elementary. This collaborative approach not only encourages engagement with the learning environment but also instills a sense of agency and pride among students. By leveraging AI technology, we can ensure that all students, regardless of their abilities or backgrounds, have the opportunity to contribute their ideas. This approach not only fosters creativity and autonomy but also sets the foundation for a more inclusive and dynamic educational experience.

“Seeing the kids’ faces light up and get excited about the possibilities of their future learning spaces was inspiring to be a part of” added Jeff Hoag, educational planner with GMB, “Every student learns differently and giving them the tools they need to express their needs and wants will make a big difference in how the experience learning.”

What is Experiential Graphic Design?

Experiential Graphic Design is the integration of brand and message within physical spaces, transforming how individuals interact with and perceive their environment. Unlike its previous name indicates, Environmental Graphic Design, the term Experiential Graphic Design was adopted over ten years ago to better represent the focus on creating immersive and meaningful experiences rather than solely implying environmental sustainability.

EGD combines various elements such as signage, maps, symbols, colors, and other communication materials to guide individuals through the built environments. This approach not only complements architecture, interior design, branding, landscape, and furniture but also creates a cohesive and engaging spatial experience. Today, EGD can also leverage digital spaces to present dynamic content through motion or interactive graphics, allowing for rich interactions between building users and the presented information.

From the moment students approach their school, experiential design can create a welcoming atmosphere. Exterior signage and wayfinding systems, designed with thoughtful typography, color schemes, and imagery, help students and visitors navigate the campus with ease. These elements not only provide essential information but also establish a sense of place and belonging.

Interior spaces can further enhance the student experience by incorporating graphics that complement the curriculum. Wall murals, informational displays, and interactive installations can make hallways, classrooms, and common areas more engaging and inspiring. Digital displays and motion graphics can present dynamic content, making lessons more engaging and accessible. By creating visually stimulating environments, EGD helps maintain students’ interest and enthusiasm throughout their educational journey.

Additionally, EGD can create themed environments that align with specific subjects or educational goals. Edgerton Trails Elementary School’s colorful interior is inspired by the district’s elementary science curriculum, with each grade level housed in distinct neighborhoods that reflect local habitats. The neighborhoods — The Pond (DK), The Woodlands (K-1), The Lakes (2-3), and The Dunes (4-5) — provide age-appropriate and fun environments that connect back to what they are learning. Students can feel emotionally and physically safe as the layout ensures they interact primarily with their peers in spaces designed specifically for their developmental stage. These immersive environments stimulate curiosity and creativity, encouraging students to explore and engage with their subjects more deeply.

Supporting Mental Health and Well-Being

The design of educational spaces can have a significant impact on students’ mental health and well-being. Experiential graphics can contribute to creating a positive and supportive atmosphere by incorporating elements that promote relaxation, focus, and emotional comfort. For example, calming color palettes, nature-inspired imagery, and thoughtful spatial layouts can reduce stress and anxiety, fostering a sense of calm and security.

EGD can also promote social interaction and community building by designing spaces that encourage collaboration and connection. Interactive displays, communal areas, and shared information boards can help students feel more connected to their peers and institution, enhancing their overall sense of well-being.

To embrace the student and school connection to the Shelby community, each academic wing at the Shelby Elementary School was given an identity from elements found in the natural environment that include an orchard, forest, and lake. Bright colors and illustrations are infused throughout the facility with experiential hallway graphics and flexible furniture. Shelby has a large population of students who speak English as a second language, so each graphic in the school is represented in both English and Spanish to create an inclusive environment.

Guiding Student Focus and Learning

Experiential graphics can also play a supportive role in guiding student focus and enhancing learning environments. Creating personalized spaces, like built-in nooks, can offer calm areas for individual reflection or focused work, and can promote a sense of ownership and comfort. Enhancing these areas with dedicated graphics, schools can support students in finding their unique place, fostering an environment that positively impacts well-being and individual growth.

Additionally, EGD that incorporates place-based learning concepts into the design and application can inspire students to engage more deeply with their everyday surroundings. EGD, when thoughtfully integrated, can transform ordinary spaces into interactive learning environments that stimulate curiosity and creativity. This approach not only enhances the educational experience but also propels schools and universities towards innovative and effective learning strategies.

At Ludington Elementary School, inspired by the school’s land and its connection to Native American culture, each grade-level neighborhood has an identifiable animal (like an owl, wolf or bear) to connect to and identify with. Each animal was chosen specifically through feedback from the local indigenous tribe. This strategic use of coordinating displays creates a feeling of belonging for young learners and fosters student connection to the physical environment.

Interacting with Digital
Designs

Digital technologies play an increasingly important role in experiential graphic design. Interactive kiosks, digital signage, and learning-centered motion graphics can present dynamic content that adapts to the needs of students and visitors. These technologies allow for real-time updates, personalized information, and interactive experiences that enhance the overall environment.

The open lobby at Calvin University’s new School of Business facility features a digital running stock ticker so that students feel continually immersed in business culture. A large video wall showing the active stock market, market highlights, or campus news in the same space complements the feeling of learning in a real, global business setting.

The Woodhaven-Brownstown School District was able to transition a portion of their high school campus into a premier baseball and softball complex complete with artificial turf and an auxiliary practice field. The district has created a first-class destination facility that promotes athletic excellence and inspires student athletes. The complex was also designed to promote accessibility for all students, athletes, and community members regardless of gender or physical abilities.

Woodhaven High School is the only high school-level project to win a top honor in this category.

“The new baseball and softball complex marks a significant milestone for our district, enhancing the quality of our athletic programs,” said Mark Greathead, Superintendent of Woodhaven-Brownstown School District. “This state-of-the-art facility not only motivates and empowers our student-athletes, but also embodies our dedication to inclusivity and community engagement.”

Awards are presented each year to facilities built by ASBA members, which best exemplify excellence in sports facility design and construction, as well as an understanding of the technical requirements and current professional standards for athletics facilities. Projects are scored individually based on considerations such as layout and design, site work, drainage, base construction, surface, amenities, innovation, and overall impression.

“The new athletic fields design helps Woodhaven promote their school’s excellence with bold logos and school colors that evoke a collegiate feel to the complex,” added Ron Boezwinkle, a client lead with GMB. “These enhancements not only elevate the school’s identity but also provide a vibrant and engaging environment for students and the community.”

Hudsonville’s new fieldhouse encompasses 104,000 SF of top-of-the-line athletics space that includes locker rooms, a 1/9 mile running track, two-levels of fitness and strength areas, a multipurpose tennis court, and three full size basketball/volleyball courts with spectator seating for 3,700 people. The unique top-loading design of the fieldhouse delivers a 360-view of the court floor and connects spaces on the upper level, making the facility ideal for hosting competitions, expositions, and community events.

“The new fieldhouse elevates the athletics experience for our entire student body, while also creating a welcoming space for the Hudsonville community,” said Dr. Doug VanderJagt, Superintendent of Hudsonville Public Schools. “We are so fortunate to have the community’s support to make this fieldhouse a reality. The final product reflects and celebrates the student talent that we have here in Hudsonville.”

“The fieldhouse spaces truly capture the essence of Hudsonville and serve as a source of inspiration for students,” said Matt Heidloff, landscape architect at GMB. “This project not only unifies the campus but also establishes a state-of-the-art facility where students and their families can feel welcome and proud.”

Awards are presented each year to facilities built by ASBA members, which best exemplify excellence in sports facility design and construction, as well as an understanding of the technical requirements and current professional standards for athletics facilities. Projects are scored individually based on considerations such as layout and design, site work, drainage, base construction, surface, amenities, innovation, and overall impression.

AIA’s annual Honor awards celebrate excellence in local architecture and architectural design by honoring projects completed, individual architects, students, and community leaders for their contributions to the profession. Founded in 1857, AIA is the preeminent professional organization for architects across the country, working to create more valuable, healthy, secure, and sustainable buildings, neighborhoods, and communities through the creation and promotion of ethical standards and code of conduct for all members.

Grandville Public Schools needed a new middle school to serve 7^th and 8^th graders to support an influx of students in the district. Grandville has since repurposed the existing middle school into a 5/6 facility as part of a $94 million bond proposal passed by the community. The new, multi-story middle school boasts more than 200,000 square feet of teaching and learning space that is flexible and student focused. The facility’s design also incorporates many methodologies that enhance the social-emotional learning and development of middle school students.

“The design creates intentional collaboration spaces to encourage relationship building and promote learning with hands-on opportunities, which is really important for students at this transitional age,” said Jordan Johnson, project architect with GMB. “There is a place for every student to feel at home here.”

Multiple athletics spaces in the school give Grandville students plenty of opportunity to increase their physical activity and competitive sport pursuits. Most notably, this project included a significant upgrade in facilities for the district’s signature extracurricular robotics program, the Grandville Robodawgs. The robotics arena, the only built-for-purpose robotics competition center in the eastern United States, can host a variety of competitions with seating for up to 2,000 spectators. The adjacent multi-purpose gymnasium space can also convert from hosting traditional sports to becoming a venue for FIRST Robotics Competitions (FRC) and VEX Robotics with multiple competition fields and pits for up to 120 teams.

“This is a game changer for all West Michigan robotics and their programs who can use this top-notch facility to build their programs,” said Roger Bearup, Grandville Public Schools Superintendent.

The Grandville Middle School has been recognized as an award-winning project that will inspire other education leaders by the American School & University Magazine for a 2023 Outstanding Design Award. The project has also been featured in Education Snapshots.

Start with a Plan

From the outset, intentional planning was key. First, ensuring sufficient funds in the bond issue to support a pilot program was essential. This meant thinking ahead and setting aside resources to test different furniture solutions before making district-wide decisions. Second, the stakeholders, including administration, teachers, and students, were identified early in the process to ensure broad-based input and buy-in. Third, choosing furniture and classroom technology needed to support the type of learning Lake Orion was implementing. 

The primary objective of the pilot was to identify the optimal combination of furniture styles and technology to support flexible learning throughout the district. The program was rolled out in two phases: elementary schools first, followed by middle and high schools. Each pilot ran for six weeks, during which feedback was collected from the students, teachers, and administrators. 

The pilot program tested various types of furniture within the same classrooms to determine what worked best. Students tested out different furniture options like chairs with casters, group tables, wobble stools, soft seating, storage, individual desks and more. Additionally, the program evaluated technology options to establish district standards, including smart boards, webcams, audio enhancement systems, and student devices. 

Since implementation, the new furniture has had a significant positive impact on student engagement and well-being. Flexible furniture options provide students with a sense of autonomy, allowing them to move and choose seating arrangements that best suit their learning styles. The increased movement and flexibility also contribute to higher engagement levels and improved physical and mental well-being. 

To support educators, the district has provided training on how to set up and use the new classroom furniture packages effectively. Instructional coaches were available to assist with technology integration, ensuring that teachers felt confident and capable in the updated learning environments. 

A key goal of the initiative was to create equitable learning environments across the district. Each grade level and department received the same “kit of parts” for instruction, promoting consistency and fairness. This district-wide initiative also reinforced the commitment to providing all Lake Orion students with the best possible learning environments. 

Looking to the Future

The success of the furniture pilot program has instilled trust in the community that Lake Orion Community Schools is making well-informed decisions to enhance teaching and learning environments. Presentations to the community and the school board have highlighted the program’s impact on students, setting the district up for future success in capital improvement initiatives. 

By gaining buy-in from educators, students, and the community, Lake Orion Community Schools has positioned itself as a forward-thinking district dedicated to continuous improvement and student success. 

Coming off a high level of community support for education bonds in 2020 and 2021, passage rates have steadily declined across the state. In fact, in the past five election cycles (between May 2023 and May 2024), the combined passage rate for school bonds in the state of Michigan is only 54.2%. No-increase proposals continue to have a much higher likelihood of approval, but that support has also decreased compared to previous election years.

So, what can a district do to mitigate the potential lack of support? To promote a successful bond campaign, careful planning and meaningful community engagement are a must.

Three must haves for bond planning success

1. Start early! The first step a district can take is to start early – at least 16 months early to be exact. For example, a district looking to be on a May 2026 ballot should start the planning process in January 2025. This includes developing a facility assessment to accurately gauge your facility and financial needs, bond project development, state application process, and community campaign.
2. Engage with depth that shows understanding of your community. Accurately capturing the voice of your community and your district will make sure your message is familiar and understandable.
   • Building trust, community support, and sharing a vision for your education community is a heavy lift. Creating a steering committee to help inform bond planning can be a resource for gathering stakeholder voices and creating alignment in the proposed project scope. Identifying a “key communicators” group can also help lighten the load by tapping engaged, active community members who share a passion for education and community success. Their insights, skillsets, and networks can help a district connect with members of the community who may be harder to reach (non-parents, retirees, etc).
   • Be clear with the goals of the district and how the bond will impact students and community members.
   • Every community is different, and outreach must be customized, involving multiple channels and communication methods. Utilize a variety of tools to communicate with community stakeholders like surveys, social media, face-to-face meetings, print and digital media, and video, to name a few.
3. Develop well-rounded scope language. A bond that addresses multiple groups’ needs and is focused on positive outcomes for all students will shine. For example, a bond that addresses aging facilities, the arts, athletics and improved traffic flow helps meet the needs of students and the community. Including a diverse range of focus areas demonstrates that the district is considering the needs of various groups and achieving a delicate balance between addressing current challenges and creating future opportunities. This approach will help excite and engage community members as they envision the future of their school district.

Engaging with a Diverse Community – West Ottawa Public Schools

After extensive voter analysis work evaluating surveys and community demographics, the West Ottawa Public Schools provided a campaign with equitable information for Spanish-speaking individuals in their district. With a well-branded and balanced approach, the proposed bond passed for the 2023 election with a no-tax-increase and 4,946 yes votes (56.2%). The final bond will bring WOPS students updated and secure facilities across the district, a new aquatic center, and a new elementary school gymnasium.

Virtual Approach to Bond Campaigns – Holt Public Schools

Working around a shutdown due to the pandemic, Holt Public Schools was tasked with creating a campaign that relied almost entirely on virtual community outreach. The campaign focused on asking the district members to fund a $148 million organizational transition that would support new security, new school buildings, and improved learning environments. This bond facilitated a projected tax decrease of 1.77 mils. To reach as many district members as possible, the district utilized virtual community forms, stakeholder engagement sessions, their district podcast, and worked with local news outlets to ensure awareness of the proposal.

Informational Campaign for Modern Facilities – Jenison Public Schools

Jenison Public Schools has a supportive community with ample resources and a positive history of bond passage. A balanced informational campaign promised a new upper elementary school, high school improvements, a new transportation hub and some athletic improvements. With 64% of the vote, Jenison Public School voters approved the bond in May 2024. The campaign was well-timed with in-person information sessions, also utilizing short videos, website and app content, making it a well-rounded campaign accessible to all community members.

Changing Perceptions After Bond Failures – Shelby Public Schools

Shelby Public Schools was able to successfully pass a bond campaign in 2021 after more than 20 years, and at an increase of 3.64 mills. Of the 6,197 registered voters in the Shelby Public School District, 1,549 voted in the election to make the projects a reality. The campaign was community-forward and aimed to make the district’s updates an attractive school for current and future students. As each phase of the project was developed, the community participated in the final planning, design, and implementation of the school improvements. A small committee for each building was created for stakeholders to participate in and provide input and feedback.