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.

Providing staff with appropriate training and plans for any safety risk — whether that’s a medical emergency, a natural disaster, or an active violence threat — is paramount to success. This should include reaching out to local fire and law-enforcement officials or third-party security consultants to assist in training. Their expert perspectives will provide additional insights and will also allow them to better understand the facility before an emergency hits.    

Beyond physical safety, schools should also be designed to address student’s psychological well-being. For many students, school is a place where they feel most secure, most connected, and most cared for. It can offer an escape from circumstances where they’re not sure when their next meal is coming or if their basic needs will be met. Promoting social-emotional learning through design empowers kids to identify their emotions and develop interpersonal relationship skills with self-advocacy strategies that promote positive conflict resolution. When students are equipped with the skills to recognize their mental health needs, they are more proactive in seeking out resources and can better identify at-risk behaviors in their peers.

Finally, keep in mind that the earlier in the design process these measures are taken, the better. It is easier to embed safety into a building or to make any needed adjustments before any work has begun. Combining security elements specific to each facility with educational best practices will result in safer schools designed to support students and staff. 

Since 2013, SEC has brought high-level security assessments to workplaces and schools across the United States. A team of former Secret Service agents, Homeland Security agents, Green Berets, Navy SEALS, and law enforcement officers came together to provide realistic recommendations and customized security services. SEC provides unrivaled expertise to ensure a successful project from beginning to end. Learn more at www.secprotects.com.

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.

Ludington Area School District and the surrounding community decided to consolidate the district’s three elementary schools and early childhood center into one new, centralized facility as part of their 2019 bond proposal. The new elementary complements the district’s forward-looking approach to curriculum design, facilities planning, and classroom design. The resulting building delivers spaces that are flexible and transitionally appropriate for each age group, with extended learning areas throughout to provide opportunities for students to find their place and help propel the district in a new direction around collaborative learning.

“The design of Ludington Elementary School was one of those rare feats that meets the needs of everyone,” said Dr. Kyle Corlett, Ludington Area School District Superintendent. “Our students love it, our staff love it, and our parents love it.”

The 155,00-square-foot elementary building establishes a learning ecosystem within the community and breaks down the classroom wings into smaller, grade-level centered neighborhoods that feel more approachable to an elementary-aged student. Recognizing that learning doesn’t happen only in the classroom, Ludington Elementary was designed with outdoor learning areas, dedicated extended learning areas, and niches in the corridors that function as an accommodated learning space. All of the shared amenities and special programs are organized along a center spine that connects all the neighborhoods together, creating a clear wayfinding path and circulation loop around the building.

“Ludington’s elementary students will experience a real transformation in their learning with this new facility, and it was such a rewarding process to work with the district’s team who really went above and beyond to approach education differently,” said Thom Danckaert, project architect with GMB. “Ludington believes that learning happens everywhere for everyone, and this building is a true testament to that belief.”

The Ludington Elementary School has been recognized as an award-winning project that will inspire other education leaders by American School & University Magazine for a 2022 Outstanding Design Award and by Learning by Design Magazine for a 2023 Outstanding Project Award. The project has also been featured in Education Snapshots, Learning by Design Magazine, and School Construction News.

In addition to the architectural design and engineering services provided by GMB, the elementary school was constructed by The Christman Company, a leading construction management firm. More information about the award-winning school can be found at this link.

Social-emotional learning is an educational method that aims to empower kids to identify their emotions and develop interpersonal relationship skills with self-advocacy strategies that promote positive conflict resolution. When students are equipped with the skills to recognize their mental health needs, they are more proactive in seeking out resources and can better identify at-risk behaviors in their peers. This development can improve student achievement by 11% and can improve a student’s overall attitude towards school. Addressing social and emotional development in schools, alongside their cognitive development, is a natural step in the progression of how schools have changed over the past century. Schools used to be designed to support the work of the 20th century, often repetitive manufacturing jobs that required little creativity or imagination. A teacher would lecture to the students, who largely sat in even rows and columns with little movement or interaction. Now, schools have evolved to become more student centered and encourage the 4 C’s of 21st century learning which include critical thinking, collaboration, creativity, and communication skills.

Launching a district-wide mental health program may seem like an overwhelming undertaking. Grandville’s Superintendent, Roger Bearup, shares the three things districts can do to successfully start the process. First, invest in a research-based mental health program, which is proven to be more effective. Second, the program needs to be easy to follow and should employ simple strategies that can be remembered and impactful. Third, this must be a district-wide roll out that is universal and age-specific. Lesson plans can include an introduction to mental health, decreasing stigma, signs of depression or anxiety, suicide warning signs, personal mental health changes, available resources, risks and protective factors, and an action plan.

“I learned a lot of new strategies and protective factors about depression and that it was all real-world situations. I also told some of my friends that I am here for them if they need help,” said one Grandville Middle School student of the be nice. program.

To make this educational model most effective, school design that focuses on the whole child is paramount. Methodologies for social-emotional learning supported design can include:

• Development of learning communities – Design that breaks down the scale, physically, in the building into smaller groups. This creates familiarity among students and allows them to build a rapport with staff and one another.
• Intentional and unintentional collaborative spaces – Students can come together in small or large groups for meaningful interactions, which enhance relationship building and empathy.
• Sensory for all – We can adopt an attitude that prioritizes sensory elements for all students by creating spaces for de-escalation, being mindful of lights and sounds, and other settings that could distract students from learning. Must also consider that some students need to bring up their energy levels, as opposed to those that need de-escalation.
• Accessibility to counseling – Relocate counselors to a place that is readily accessible and visible to students, to normalize its function and rebrand its purpose.
• Nature rich learning – Actively connect students to the natural environment visually and physically, which promotes physical development, encourages hands-on learning, and enhances emotional well-being.

CPTED training teaches participants that proper design and effective use of the built and social environment achieves a more productive use of space and a reduction of crime. The course covers topics that include site plan review, report writing, establishment and/or elimination of barriers, planning and zoning, and behavioral management.

“School security, and public safety in general, is a topic on the minds of every parent and community member. We were happy to host this timely training for our education clients and local law enforcement,” said Ron Boezwinkle, GMB Client Lead. Boezwinkle is also a member of an advisory board for Secure Education Consultants (SEC). “We learned valuable, real-world strategies that can be implemented in education environments and communities right away.”

This course also included a CPTED field assessment at local school districts to review existing site safety and security in the greater Grand Rapids community. CPTED training reinforces the importance placed on safety and security throughout local facilities and the community.

“As someone who regularly conducts security assessments, this training has helped provide a new way of observing and opened my eyes to other ways of addressing areas of concern,” said Shane Davis, Senior Lead Consultant at Secure Education Consultants. “CPTED training provided a number of new ideas to consider when making recommendations to our clients after conducting a security assessment as well as advising clients on new building or renovations projects.”

The in-person course was held at GMB’s Grand Rapids Learning Hub, which officially opened its doors in October 2022. GMB’s goal for Learning Hubs is to create an experiential and welcoming place for both clients and employees that encourages the exchange of knowledge and learning together. The Learning Hub, located at 555 4^th Street, is available to reserve for GMB clients, student groups, and other community education opportunities.

Additional information about CPTED can also be found at the following link: CPTED Professional Designation (CPD) Credential 

As school designers we work to create safe and healthy spaces that support teaching and learning, while reinforcing 21^st century skills. When we consider what it means to educate the whole child, it’s easy to see how foundational best practices support cognitive and physical development, but how can we ensure the spaces we create are supporting social and emotional development?

Since the onset of the COVID-19 pandemic, we are constantly being asked why schools should continue to invest in physical learning environments, when the future of education is trending toward virtual instruction. It has become apparent that even though the future will provide abundant ways for us to engage virtually, there is no substitute for human connection. And schools will always be places where students and community members can come together.

We also know that for many at-risk students, the time they spend in school is the best part of their day, and often when they feel the most safety. Whether it is being nurtured by a teacher or connecting with their peers, it is an opportunity for students to cultivate important human connections. For students suffering from food insecurity or mental health issues, schools provide the resources to keep them mentally and physically nourished. In some cases, it may be as simple has having a warm, dry space where they feel a sense of security.

So how should we go about designing spaces that foster social and emotional development? Before we look forward, it is important to consider past practices.

The schools of the last century were designed to support the work of the 20^th century, often repetitive manufacturing jobs that required little creativity or imagination. The teacher possessed all the knowledge and would lecture to the students, who largely sat in even rows and columns with little movement or interaction. Counseling resources may have been available to support college and career readiness, but they were largely out of the way and often somewhat invisible to students. School buildings may have selectively incorporated time-out rooms or de-escalation spaces to support students with behavioral issues.

We have learned over the years that this style of teaching and learning is no longer conducive when it comes to providing the necessary skills for this generation of students in the 21^st century, in order to prepare them for the creative thinking and STEAM jobs of the “new collar” workforce. Schools have evolved to become more student centered, while encouraging skills like critical thinking, collaboration, creativity, and communication. As a result, schools are designed to be more flexible and allow learning to happen in non-traditional learning spaces – corridors, cafeterias, and even outside.

As we have learned more about the prevalence of autism spectrum disorder and sensory processing disorder amongst students, we have begun to see the implementation of sensory elements in schools. These may include sensory pathways, furniture that encourages physical movement, carefully selected colors that provide stimulation or calming effects, controlled acoustics and dimmable lighting with the appropriate color temperatures. These elements have primarily been made available to students with diagnosable conditions and individualized education plans (IEP), but there has been a shift toward making sensory elements available to all students.

We believe that sound planning and design can play an even greater role in educating the whole child. We understand the importance of pervasive technology, flexible furniture, natural daylight and indoor air quality, but this is really just the price of entry when it comes to next generation learning environments. We can and should take it a step further.

• We can design small learning communities that help to break down the larger student population into smaller groups. This creates familiarity and allows students to build a rapport with staff and one another.
• We can intentionally create spaces that allow for meaningful interactions, which enhance relationship building and empathy. Small group spaces promote student collaboration and allow students to receive critical services from educators and specialists, like psychologists and social workers.
• We can physically relocate counselors to a place that is readily accessible and highly visible to students, while still understanding the need for discretion.
• We can adopt an attitude that prioritizes sensory elements for all students.
• We can actively connect students to the natural environment, which promotes physical development, encourages hands-on learning, and enhances emotional well-being.
• We can create spaces that encourage the entire community to gather and participate in educating their children.

We believe that designing schools for the next generation of learners is a significant responsibility and should be done through the lens of educating the whole child. We are not only training students for the next phase of their lives, but most importantly, we’re preparing them to be responsible citizens who can positively impact their communities.

Risk 5: Athletic Field Safety

A 2015 report by the Concussion Legacy Foundation found that 1 in 5 concussions in high school players are caused by surface impact.¹ Playing on a properly designed and maintained field can mitigate some risk of player injury. Understanding performance characteristics and maintenance requirements of different playing surfaces can help inform decision making in this process.

Selecting the right athletic playing surface will depend a lot on the sport, the climate, the coaching staff, and community preference. A well-maintained natural grass field can be considered “soft,” with a high level of shock attenuation. This type of field serves as the baseline against which all synthetic turf fields are measured. While natural grass fields can be safer for player to surface impact, their quality can fluctuate greatly depending on how well it is maintained and the time of year. In colder weather, the ground can become dangerously hard when compacted or frozen.

Synthetic turf fields provide a consistent playing experience. Their playing conditions don’t experience the same fluctuations from week to week or season to season like natural grass fields can. They also have a very good level of shock attenuation.

One drawback is that synthetic turf can get really hot. This is primarily due to the plastic fibers of the grass, rather than the rubber infill. Some manufacturers’ products use an infill that have a cooling effect, but turf surface temperatures can still reach very hot temperatures, especially in warmer climates during the summer months. Spraying these fields with water will grant a reprieve from the heat, but it tends to be short-lived (only around 20 minutes) and can get expensive. Some fibers are now treated to help minimize their heat retention and reduce the overall temp of the fields.  Fields in cooler climates may also experience hot summer days on their fields, but the warming properties play to their advantage in the spring and fall. When a natural grass field would normally be too hard or wet to play on, a well-designed field with synthetic grass helps add playable days to a calendar.

Synthetic turf is much more than just the green plastic fibers that you see on the field. The safety and performance of these fields lies beneath the surface in the infill and the pad. Historically, most systems did not involve a pad, and relied on a deeper infill to provide both proper footing (for speed and performance) and shock attenuation (or the cushioning). This usually meant compromising speed of play to achieve a desired level of safety.

New systems rely on the pad for protection and can have a more customized infill that is tailored to the desired footing. The biggest advantage to this separation of duties, so to speak, is that the pad isn’t affected by wear and tear like the infill, so the field maintains its shock attenuating properties better and more uniformly over time. Over the last 5 years, we’ve seen a substantial increase in the number of clients moving toward installing pads as a part of an overall synthetic turf system.

Field maintenance is important regardless of whether its composition is natural grass or synthetic turf. Synthetic turf fields can get compacted over time, and they need to be regularly groomed and cleaned to maintain their softness. Maintaining the infill helps the fiber stand up so that play happens on the top of the fiber versus the sides. This type of field will both play better and will last longer.

Conducting annual testing and inspection of your fields will help you track a maintenance program. Keeping the results of the testing and inspection on file is also a good risk management procedure. We recommend enlisting a 3^rd party to test fields annually, either at the conclusion of spring sports or prior to the beginning of the fall sports season.

Risk 4: Special Education Classrooms

Designing spaces within special education classrooms requires attention to safety for both the students and the staff. Adjoining toilet facilities should have enough space for two aids to assist a student if needed, which requires space well beyond typical code requirement. Rooms often require lots of equipment, depending on student needs, and designing designated areas to store equipment when not in use can keep the room clear and safe.

Focus Rooms allow space for students to safely regain control and prepare to rejoin the classroom. These rooms must account for the safety of the student through specialized wall and floor coverings, specialized hardware, as well as visual and auditory connections so staff can monitor the student using the room. Having these spaces can also help maintain a safe environment by separating a student whose behavior represents a threat to the staff or other students.

Preventing the need for a student to use a focus room can benefit everyone in the class. A sensory room is a non-isolating space that allows a student to de-escalate their emotions or behavior. Considering the location of that room allows staff to quickly and efficiently move a student to a space without drawing unnecessary attention to them.

The trend in schools is moving toward using sensory rooms instead of focus rooms. Deciding to incorporate one or both of these spaces will depend on your student population needs, space availability, and staff and parent preferences.

A more complex issue is how to plan for the need for a quick evacuation of a special education classroom. Depending on the mobility of students, multiple teachers and aides may need to assist students to safely evacuate the building in the event of an emergency. Locating an egress door within the classroom can help facilitate a more rapid and smooth evacuation, where staff can exit and reenter the building multiple times until all students are safely outside. The challenge with this, of course, is that students who pose a flight risk may be more imperiled by the ability to readily exit the building. This also adds entry points for undesired entry. Most states’ life safety code prohibits the use of delayed egress hardware in classrooms. Where schools have desired (or inherited) an egress door in the classroom space, we have worked with them to assess the risk / reward. It may be possible to obtain a variance to make the solution meet code requirements.

Related to this issue is where in the building the special education classroom is located for daily ingress and egress. This involves proximity to the bus loop and main entrance, or even having a dedicated entrance (although typically integration is most desireable). Thinking about how students with mobility challenges can safely and readily get to their classroom is as important as how to quickly get them out of it in an emergency.

Risk 3: Playgrounds

An important function of playgrounds is boundary and limit testing, which allows kids to develop and test their physical strength and spatial awareness through play. Giving kids access to inherently challenging environments creates a certain level of risk. But there are steps that schools can take to minimize accidents on the playground.

Schools should consider holistic site planning when designing a safe and inclusive playground. Kids shouldn’t have to cross a drive or parking lot from the school to access the playground space. The proximity of playground equipment to the building should provide the feel of independent play, while satisfying the need for adult supervision.

We also consider how the playground area can be safe for kids of all abilities. Accessible equipment allows all students to engage and interact with their peers, and it should be placed along clear, hazard-free paths.

A Certified Playground Safety Inspector (CPSI) can help evaluate surfacing and existing equipment. Involving teachers or playground aides in this evaluation is a great way to get real feedback on current equipment.

Schools upgrading legacy equipment will find that there are lots of great new products that meet safety requirements. But a truly dynamic playground space can’t be picked out of a catalogue. A well-organized playground respects the balance between equipment and open space. This gives kids enough space to run around with sufficient clearance from stationary or moving equipment.