Since 1804, the way we designed schools
has gone through significant changes. Societal,
philosophical and legislative actions have
influenced these changes. Through a historical
comparative analysis of eight significant
typologies of schools, we can showcase how
these changes have influenced the students’
quality of education.
Toronto’s public schools have failed
to adapt to our new understanding of
neurodivergent people. Since the 1980s,
Attention Deficit Hyperactivity Disorder
(ADHD) has become more widely recognizable
to the general public and professionals, yet
we do not consider this new knowledge when
designing schools. To address this issue, we
must examine how we can use architecture to
create a better learning environment for diverse
needs
