Safe and Comfortable School Spaces

The facilitator introduces the idea that the way school spaces are designed can influence how safe and comfortable students feel. Corridors and rooms are used every day, but students may experience them differently depending on lighting, visibility, noise, or how the space is organized.
Suggested introduction:
"In our school we move through many different spaces every day – classrooms, corridors, entrances, and common areas. Some places may feel comfortable and safe, while others might feel crowded, confusing, or less pleasant. Today we will explore our school spaces and think about how they influence our sense of safety and wellbeing. Your observations and ideas can help us understand how these spaces could become more comfortable and welcoming for everyone."
The facilitator briefly explains that students will walk through selected areas of the school, observe how these spaces feel, and later share ideas for small improvements that could increase comfort and safety.

Students explore selected corridors or common areas of the school in small groups. The aim is to observe how these spaces feel and identify places that support or reduce their sense of comfort and safety.
The facilitator explains that students should pay attention to elements such as lighting, visibility, noise level, orientation, or crowded areas.
Instructions:
Students walk through the selected areas and note their observations on the School Space Observation Sheet or a school map handout. They mark places where they feel comfortable and places that feel less safe or pleasant.
Students are encouraged to briefly discuss their observations within the group and collect a few initial ideas about how the spaces could be improved.
The facilitator reminds students that the goal is to observe and understand the space first, without judging other people's experiences.

Students return to the classroom and share their observations with the whole group. The aim of this step is to make different perspectives visible and identify common patterns in how students experience school spaces.
Each group briefly presents the places they marked on the School Space Observation Sheet or school map. They explain which areas felt comfortable and which areas felt less safe or pleasant, and why.
The facilitator collects the observations on the board or flipchart and groups similar comments together (for example: lighting, visibility, noise, orientation, crowded spaces).
This helps the class recognize which aspects of the school environment influence their sense of safety and comfort the most.

Students work in small groups to develop simple ideas that could make the identified spaces feel safer and more comfortable. The focus is on practical and realistic suggestions that could improve the school environment.
Each group selects one area that was discussed in Step 3 and writes their idea on a Space Improvement Card. They briefly describe:
• the place they want to improve
• the problem they identified
• a possible solution (e.g., better lighting, clearer signs, seating areas, improved organization of the space)
The facilitator encourages students to think creatively but also realistically about what could be changed to improve the feeling of safety and comfort in the school

Each group briefly presents their improvement idea to the class. Students explain which space they chose, what problem they identified, and how their suggestion could make the area feel safer or more comfortable.
After the presentations, the facilitator invites a short reflection with the whole group. Students discuss which ideas seem most helpful and realistic for improving the school environment.
The facilitator highlights that students’ observations and ideas are valuable contributions to creating a safer and more welcoming school space. The group may agree on one or two ideas that could be shared with teachers or school management for possible implementation.

The facilitator summarizes the main observations and ideas that emerged during the activity. The class reflects briefly on what they learned about how school spaces influence their sense of safety and comfort.
The facilitator emphasizes that students’ perspectives are important for improving the school environment. If possible, the selected ideas can be documented and shared with teachers, school management, or the school community.
Students are encouraged to continue paying attention to how shared spaces are used and to contribute to keeping them safe, respectful, and welcoming for everyone.