The evolution of classroom design: 1804 - 2022

Abstract

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