This thesis explores the built environment of schools in the UK, bringing into dialogue the experiences of architects and teachers. Various discussions throughout sociological literature address the design of spaces and the intentions behind those designs, including work from theorists such as Bourdieu, Foucault and Latour. Much of this literature relates to school building design, particularly in the areas of behaviour, surveillance and productivity, and their relationship with the built environment. Through individual, semi-structured interviews, the experiences of architects and teachers were explored, which underlined the needs of both groups and sometimes the disconnect between their experiences. The key themes – Participation, Risky Schools and Design for Pedagogy – demonstrated a shared desire for some degree of end-user consultation, often hampered by practical and financial constraints; the multifaceted risks associated with school buildings, including financial, safety, behavioural, and environmental concerns; and the complex interplay between pedagogy and school design. The exploration of these themes draws on researchers such as Sherry Arnstein and her work on citizen participation, Deborah Lupton’s work on risk, and Rob Imrie’s work on disability and the built environment. The findings reveal that architects value consultation and end-user ownership and are also committed to environmental sustainability and futureproofing. They recognise the importance of adaptable spaces designed to minimise environmental impacts, adapt to evolving practices in education, and accommodate fluctuating pupil numbers. On the other hand, teachers’ experience of consultation is mostly surface level. They often prioritise basic functionality of their buildings, sometimes feeling that aesthetics overshadow practicality, possibly due to a lack of consultation. Architects and teachers both indicated that funding constraints have a significant impact on new builds, renovations, and even basic maintenance. Ultimately, this thesis suggests that collaboration between architects and teachers, alongside adequate funding, is needed to provide and maintain high-quality learning spaces.
