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.

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.

As the demographic cliff looms over higher education, threatening enrollment and financial stability, smaller private institutions with fewer resources face a stark choice: adapt or struggle. While the shrinking pool of traditional students presents significant challenges, it also creates opportunities for innovation. Many colleges are already pivoting to attract nontraditional students, such as adult learners and career changers, but additional strategies can help institutions thrive despite the shift.

By embracing four strategic shifts—redefining value, reimagining spaces, strengthening community ties and refining communication—institutions can not only survive but thrive in this new era. Connecting with students and showing them they have found a place where they belong can make a difference and positively impact enrollment outcomes.

Creating flexible and adaptive spaces that can easily be reconfigured for different uses allows institutions to repurpose existing spaces. Classrooms and lecture halls can be designed with movable walls and flexible furniture to accommodate various teaching methods, from traditional lectures to remote education and collaborative group work. 

Repurposing or creating a scheduling system for underused areas on campus—like library spaces, computer labs, or classrooms—into private hoteling spaces that can accommodate unique needs can set your campus apart. From private areas for mother’s rooms to technology-rich content creation spaces, modifying existing space on campus ensures that your facilities remain functional and relevant, even as the institution’s needs evolve.

3. Strengthen Community Engagement 

Institutions can also deepen their engagement with local communities and employers to secure much-needed enrollment boosts. Almost two-thirds of undergraduate students attend a college within 50 miles of their home, making local connections critical for attracting and retaining students. 

To strengthen community ties, colleges can align programs with local workforce needs, offer community education, expand internship programs and become hubs for innovation and economic development. These local connections can lead to partnerships with area high schools for dual enrollment programs and better position the college or university to receive grants and government funding that support regional economic development. 

When a college is embedded within its immediate environment, word-of-mouth, local partnerships, earned media and community-based outreach become powerful, cost-effective tools for attracting students. This approach benefits the local economy and attracts students interested in living in the community they know.

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. 

What do we mean by our “ecosystem of teams?”

We recognize that to truly support educational institutions, we must offer holistic solutions that address all aspects of their growth and success. Our ecosystem approach does just that by placing our clients and their students at the center of everything we do. This means that rather than offering a disjointed array of services, we provide integrated solutions that address the many needs of our clients. Other professional services firms will typically structure themselves in one of two ways:

1. They accumulate “add-on” services that can be tacked on to a primary offering for a cost, but the business functions mainly to support the main service; or
2. They run distinct business units which provide robust offerings but generally operate independently from one another.

The shortcoming of both these approaches is that the client receives only one type of service at a time. But we understand how your unique challenges intersect and overlap. That’s why we see issues like enrollment, budgets, building function, planning, training, and maintenance as opportunities that can be addressed in a more holistic way.

Example One: Redefining the Educational Experience for Local Elementary Students

Imagine a K-12 school district that is planning for major renovations and expansion across multiple elementary schools. The district needs bond planning services to secure funding, innovative furniture design to support modern learning environments, and commissioning services to ensure that the new systems and structures operate efficiently. In a traditional model, the school district might work with a consulting firm for bond planning, a furniture vendor for the design and procurement of furnishings, and a separate firm for commissioning services. Some firms might even have these services all under one roof, but at GMB we don’t see these as separate issues to solve—they are all part of a single, complex solution.

We have a different approach. Instead of addressing individual challenges, our teams consider the entire experience your district offers and uncover how to make it a reality. By partnering with us, the district doesn’t just get these services delivered under one roof—they gain a holistic approach where everything is interconnected. Beyond the initial services, they also receive attention in critical areas like security consulting, energy management, and district branding. Our security consultants collaborate with the district from the beginning to design safe and secure learning environments that protect students and staff, and the planning team communicates these needs with the community. Simultaneously, our marketing team and educational planners work to create a cohesive district identity that resonates with both the community and prospective students, while our interior designers collaborate with the district’s educators to design a furniture plan that supports student-centered learning environments. Beyond simply ensuring that systems—HVAC, lighting, and more—function as intended, our energy management teams align these efforts with the district’s broader goals.

Our ecosystem of teams ensures that every aspect of the project, from securing initial funding to the final commissioning, is aligned with the district’s unique educational vision and operational needs. By partnering with us, the district benefits from a truly integrated approach, where all elements are connected and work together to create a more cohesive and effective learning environment—far beyond what could be achieved by hiring individual consultants for each service.

Example Two: Attracting and Retaining Students Through Enhanced Facilities

A university is planning to build a new student center, a central hub designed to enhance campus life and serve as a key attraction for prospective students. This project requires not only architectural design and engineering, but also effective branding to ensure that the new center resonates with the university’s identity and draws in future students. In a traditional model, the university might engage an architecture firm for the design, an engineering firm for the structural work, and a marketing agency for the branding. Each firm works independently, leading to longer timelines and potential misalignments.

We step outside the traditional realm of problem-solving. We view the entire project through a holistic lens, considering how every element—from safety and energy management to sustainability and enrollment—works together to create a cohesive experience that reflects the university’s values and vision. By partnering with us, the university doesn’t just get architectural design, engineering, and branding services under one roof; they gain a deeply integrated approach where everything is interconnected. Our teams begin by collaborating closely with university stakeholders to understand their architectural vision for the student center. Our engineering team works in tandem with the architects to ensure the facility is safe, efficient, and functional. Meanwhile, we engage with the university’s Marketing Office to develop a branding strategy that incorporates the university’s identity into every aspect of the student center, from signage and wayfinding to updated print materials and messaging. Additionally, we integrate carbon neutrality goals and campus planning into the project, helping the university meet sustainability targets campus-wide, an increasingly important element to both current and prospective students.

But a new building doesn’t just bring in new students—we help connect the dots between the built environment, the university’s brand, and the right-fit students the institution wants to attract. The final product is a student center that embodies the university’s values, meets the needs of students, and serves as a compelling attraction for future generations of students.

Place-based learning has been defined by the Center for Place-Based Learning and Community Engagement as an immersive learning experience that “places students in local heritage, cultures, landscapes, opportunities and experiences, and uses these as a foundation for the study of language arts, mathematics, social studies, science and other subjects across the curriculum.” Think of a family-run farm that teaches the next generation of family members by daily observation and hands-on participation – that is place-based learning in action. Similarly, taking a trip to the beach, hiking in the woods, or visiting a museum creates the opportunity to immerse yourself in an educational experience centered on place.

Place-based learning can happen on any scale, from singular classes within existing curriculum to entire schools dedicated to the practice. Examples of place-based education learning models may look like:

• Experiential Learning
• Project-Based Learning
• Social & Emotional Learning
• Career-Technical Education

Whether presented in a formal or informal manner, there are many benefits to consider in support of place-based education.

Educational design that incorporates place-based learning concepts can inspire students to engage with their everyday surroundings. The Little Hawks Discovery Preschool, a nature-based learning center in Holland, does just that. Little Hawks use their unique site to create an outdoor learning-based curriculum where students engage the natural surroundings to foster learning. Located on the Outdoor Discovery Center’s Nature Preserve, both the site and the building work together to reinforce the students’ exploration of the natural world. The building is designed to support a curriculum that primarily takes place outdoors, while the preschool building plays a secondary role. In this environment, children are encouraged to ask open-ended questions, work in groups, observe nature around them, and experiment.

In Comstock, current STEM Academy students participate in a variety of hands-on, enriching science projects including a flagship program for the third-grade class. Their Maple Tree Tapping Unit teaches students the entire process of creating maple syrup – from tapping the trees and boiling the sap, to enjoying the final product. The district’s new STEM academy, currently under construction, will even feature an on-site sugar maple grove for this specific program, truly integrating the program’s curriculum into the school design, exemplifying place-based learning

Even when full immersive experiences are not available, building design can complement place-based learning models and connect students to their local environment. At Shelby Public Schools new elementary school, it was important that the design fit into the culture of the surrounding community, with special attention being paid to the local agricultural landscape and aesthetic. The design sets the facility’s three classroom wings into the landscape to resemble barns in a field. The exterior and interior design intentionally reflects the demographic and agricultural industry, reflecting nature from the local region to make students feel more comfortable and welcome. Graphics throughout the school also considered the area’s multilingual community, giving all students a chance to engage with English and Spanish languages.