Support wellbeing and belonging, consider the impact of emotions and motivation
Suggestion for implementing the strategy ‘Designing and configuring flexible learning spaces to support the full participation and engagement of all students’
On this page:
On this page:
Current page section: Support wellbeing and belonging
Go to top of current page: Support wellbeing and belonging
Go to top of current page: Support wellbeing and belonging
Go to top of current page: Support wellbeing and belonging
Plan for wellbeing
Plan for wellbeing
Consider the Te Whare Tapa Whā concept of hauora when designing your learning spaces. Provide support for the physical, spiritual, emotional, social, environmental, and relational elements that determine the well-being of individuals and groups.
![10531 [Screen-Shot-2016-05-26-at-11.28.10-AM.png]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Screen-Shot-2016-05-26-at-11__ScaleMaxWidthWzEwODZd.28.10-AM.png)
Create a safe environment
Create a safe environment
In a US high school, students mapped their school, identifying spaces where bullying took place. Consider using this approach to inform your design.
Closed Captions
Highlighting difference is risky
Highlighting difference is risky
Children and parents describe structural arrangements in the school or classroom that highlight difference as a thing that contributes to some students being seen as different, and bullied.
Reduce anxiety
Reduce anxiety
Support student wellbeing and lessen the stress of moving into new spaces by transferring specific furniture or items of importance to the learner.
Create structure
Create structure
Organise the environment to minimise students’ cognitive load. Reduce student anxiety by providing familiar supports.
Include students in the design process and agree support for students’ specific needs so they can work more independently and regulate their emotions.
- Provide landmarks so students can orientate themselves to areas within the school.
- Use colour to highlight learning areas and draw attention to important information.
- Use colour, visuals, and words to label organisation systems within the learning space.
- Develop spaces with a consistent layout.
- Enable students to personalise areas.
- Design spaces that allow for quiet withdrawal.
Next steps
More suggestions for implementing the strategy “Design for all from the outset”:
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Current page Support wellbeing and belonging
Return to the guide “Planning innovative learning environments (ILEs)”
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How to use this site
Guide to Index of the guide: Acquired brain injury and learning
Understand:
- Understand the basics about ABI
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Understand impacts on learning and wellbeingShow suggestions for Understand impacts on learning and wellbeing
Strategies for action:
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Review leadership and governance responsibilitiesShow suggestions for Review leadership and governance responsibilities
- Raise community awareness
- Review your school-wide approach to prevention
- Align processes and policies with national guidelines
- Be informed about funding processes and support services
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Concussion: Support a return to learning and activityShow suggestions for Concussion: Support a return to learning and activity
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Traumatic brain injury (TBI): Support a return to learning and activityShow suggestions for Traumatic brain injury (TBI): Support a return to learning and activity
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Non-traumatic brain injury: Support a return to learning and activityShow suggestions for Non-traumatic brain injury: Support a return to learning and activity
