The Impact of Biophilic Design on Student Well-being and Cognitive Performance in Contemporary Elementary Schools

다국어 초록 (Multilingual Abstract)

This dissertation investigates the relationship between biophilic design and students’ well-being and cognitive performance in contemporary elementary schools. By contrasting sterile, industrial models of school architecture with environments enriched by daylight, natural views, and materials, the study contends that nature serves as a critical pedagogical and psychological resource rather than a purely aesthetic enhancement (Browning et al., 2024). To support this argument, the research cites empirical findings from previous studies reporting improvements in working memory span and attentional control, as well as reductions in physiological stress markers, such as cortisol levels, in nature-integrated learning settings.
The research is grounded in Wilson’s Biophilia Hypothesis (1984), which posits that connecting with nature is fundamental to human well-being. This foundation is further supported by two environmental psychology models: Kaplan and Kaplan’s Attention Restoration Theory (1989) and Ulrich’s Stress Reduction Theory (1984). The Biophilia Hypothesis provides the rationale for incorporating nature into school design, while ART and SRT elucidate how natural elements facilitate attentional restoration, stress moderation, and emotional regulation in children. Terrapin Bright Green’s 14 Patterns of Biophilic Design offer a structured framework for analyzing classroom and common-area spaces through these theoretical lenses.
The study adopts a qualitative multiple-case study methodology, examining six elementary schools across North America and Europe through architectural documentation, spatial observation, and published post-occupancy evaluations. No primary quantitative data are collected; all numerical indicators related to test scores, absenteeism, or physiological responses are sourced from existing literature and institutional reports, and are considered solely as secondary contextual evidence. The primary analysis investigates how Terrapin’s 14 Patterns, categorized as Nature in the Space, Natural Analogues, and Nature of the Space, are manifested in each school, and how these patterns support attentional restoration, stress reduction, and behavioural comfort as interpreted through ART and SRT.
The findings suggest that even small, coherently implemented biophilic features, such as enhanced daylighting, indoor vegetation, natural materials, and the inclusion of prospect and refuge niches, can support cognitive engagement and emotional stability when integrated into the school's overall spatial experience (Browning et al., 2024). However, it is essential to acknowledge early on that these promising cognitive outcomes are tempered by certain limitations. The study does not account for cultural and climatic variations that may influence the effectiveness of biophilic design in diverse settings. Furthermore, there is a lack of longitudinal evidence to ascertain the long-term impacts of these interventions. Additionally, the literature reveals an absence of a unified framework connecting global environmental standards to child-centred biophilic design. These gaps highlight the necessity for cautious generalization of the findings.
In response, this thesis introduces an integrated conceptual model that aligns the Biophilia Hypothesis, ART, and SRT with Terrapin’s 14 Patterns, situating these within the broader health and sustainability standards established by WELL, LEED, and education-related Sustainable Development Goals. This model reframes biophilic design as an educational and developmental strategy essential for supporting student well-being, attentional capacity, and holistic learning outcomes, rather than as a decorative or solely sustainability-driven measure. The study concludes with flexible design recommendations intended to inform future school projects across diverse cultural and climatic contexts.

목차 (Table of Contents)

• CHAPTER 1. Introduction 1
• 1.1 Research background 1
• 1.2 Research aim and objectives 3
• 1.3 Review of previous studies 5
• 1.4 Definition of key terms 10
• 1.5 Structure of the thesis 12
• CHAPTER 2. Literature Review 14
• 2.1 Theoretical and Background of Biophilic Design 14
• 2.1.1 Biophilic Hypothesis and Origins of Biophilic Thinking 14
• 2.1.2 ART and SRT: Mechanisms linking nature to cognitive and emotional growth 16
• 2.1.3 Integrated theoretical and analytical framework 20
• 2.2 Evolution of school architecture and learning spaces 23
• 2.2.1 Traditional classroom models 23
• 2.2.2 Open-plan and flexible learning environments 25
• 2.3 Impacts of biophilic environments on students 28
• 2.3.1 Cognitive and psychological outcomes 28
• 2.3.2 Behavioural and social outcomes 30
• 2.4 Biophilic design frameworks and global standards for schools 31
• 2.4.1 Supporting global frameworks: WELL, LEED, SDGs 31
• 2.4.2 Terrapin Bright Green’s 14 patterns as an analytical framework 36
• CHAPTER 3. Research Methodology and Case Studies 41
• 3.1 Research design 41
• 3.2 Case studies 43
• 3.2.1 Bethel-Hanberry Elementary School 43
• 3.2.2 Paul Chevallier School 48
• 3.2.3 Lisle Elementary School 52
• 3.2.4 Copenhagen International School 57
• CHAPTER 4. Analysis and Discussions 63
• CHAPTER 5. Conclusion 70
• References 74
• 국문초록 77