Andrea Wheeler 2011 What do young people tell us about sustainable lifestyles when they design sustainable schools?

1. Post-Occupancy Evaluation
of New Schools with the
Participation of Children
Dr Andrea Wheeler, Dr Masoud
Malekzadeh and Professor Dino
Bouchlaghem

2. Why are all these
people so
interested?
Problem. Why is the difference between
predicted and actual energy use of
schools so high?
Objective. Understand this difference
and determine a way to assess this
difference.
Action: Our emergent approach for
sustainable schools. Observations.
Results: POE already making a
difference in schools. The importance of
application of whole school methods for
the construction industry.
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3. The Problem. What we think is causing the
difference between predicted and in-use energy
consumption.
Inaccurate
assumptions
Late changes (design
changes that are not
1. Design and modelled and change
simulation performance)
2. Construction
Inaccurate material
specifications
Faulty workmanship

4. School management and
leadership
Facilities management
maintenance
Behaviours
3. Use
Why can‟t people
change what
they do?

5. Culture,
Consumerism,
Consumption day
“On our first
they sat us down
and told us what
we couldn‟t do in
the school – from
the start it made us
feel it wasn‟t ours .
Influenced by school ethos,
school history, lifestyle and
quality of life factors(material
aspiration and consumption)
and is motivated by wider
social norms.

6. Understanding and working with school
culture – motivating school change.
School culture has been defined as the dynamic
relationship between community history and values
and school ethos...
There’s a lot of difficulties working with them [the
construction company] ...If there is a problem
with the school, it’s the schools fault. [...] If
there’s a problem they will blame the school... it
ends up just being a frustration. [...] And then
obviously on the purchasing side, whenever
anything needs to be changed, if we need a new
gat e or pathway, whatever it is, we have to go
through them and the costs are so significantly
high” (Building Manager)

7. Action. What we did. Three weeks of
workshops.
Open Discussion (to elicit information on design use, school
ethos and community values, Henry Sanoff,
2001).
“Walk-Through” (Watson, C. & Thomson, K., 2005) but using video
to engage children and to capture word and image.
An energy “quiz” (adapted Gill, Z.M., Tierney, M.J., Pegg, I.M. and
Allan, N. 2010).
Individual drawings/list An approach that could work with all ages – younger
making children drawing speculative imaginary “designs”
older children making lists of potential
improvement.
Big group “negotiated” (Huckle, 2010, Biesta, 2009) Thinking about
design solutions sharing, democratic approach to designing, critical
thinking.
The Return.
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8. The Objective. Improving school design
and emergent technologies and
supporting emergent ontologies (POE
that adopts innovative pedagogy).
‘What if we no longer assume that we can know
the essence and nature of the human being? – or,
if we treat the question of what it means to be
human as a radically open question, a question
that can only be answered by engaging in
education rather than as a question that needs to
be answered before we can engage in education‟
(Biesta, 2006: 4-5).
Biesta, Gert (2009) „Creating Spaces for learning or Making Room for Education‟ lecture as
part of the Transforming Our Schools series, The University of Nottingham.
http://uilapech01.nottingham.ac.uk:8080/ess/echo/presentation/98746c05-2f71-4a99-
85c0-136bb4b7fd4a

9. Examples. (Energy Behaviours, School
Culture and Social Norms)
Case Study 1 Case Study 2 Case Study 3 –
Attitudes to energy “I think we should but we have gotten ““I don't even think we are trying. It feels “...if no one moves in the classroom then the
efficiency and used to everything and don't want to go like they don't even think they care. But lights go out and so it‟s like when people go
sustainability back to basics” they are always banging on about it. out of the room the lights go off and so the bills
(different session) “They are telling us to They are always telling us to save energy are lower. So do you think the bills are lower in
be energy efficient but... They stand there but why not them”. this new school? You‟re paying less for your
in science and say you need to save electricity and gas or not? Possibly not,
energy and then I say well turn your lights because it‟s bigger.”
off”
THE
ENERGY
QUIZ
Do you think it’s the computers you use at CLIP 3 (about leaving lights and computers on)
home at use the most energy? Umm, yes but and What do you think stops you then, if you know it has
the lights. an impact on the environment, and you know what
to do? Some people forget sometimes, it’s everyone
that’s got to take part. It’s like I do something good,
TRANSCRIPTS but it’s everyone that has to take part. It’s like I do
something good but someone else is still doing
something… So you feel even though you’re doing
your bit, others will let you down? Yes, others will let
us down. If everyone contributed then yeah…
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10. 3 CASE STUDY SCHOOLS
CASE STUDY 1 CASE STUDY 2 CASE STUDY 3
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11. CASE STUDY 3: First impressions
Researchers: What do
you think of this new
school, what were your We had more space in the old one, outdoor
first impressions? What is space, but, everything else is better...
this school like compared It was, very cold in the old school, it like
to the old school? seemed old, old fashioned, no colour in it.
It was all mixed together, and not we don’t
have to go outside anymore. It was a very
long way getting up all the stairs and to
Researchers: When they
walk outside the doors and go to lessons.
told you, you were going
And we’d get told off if we were late [Year
to get a new school, what
9]
were your thoughts?
Can’t wait, excited, I thought it would be
in like 2 weeks. (Do you think the new
school inspires you? Or isn’t it the buildings
“The first day I got lost, then it that inspire you?) We have more (ICT)
was quite easy because every
room is marked out, every equipment in this school. We didn’t have
level too, there‟s three enough in the old school so everyone has a
different colours.” (Year 7
pupil, first s chance to do more ...
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12. CASE STUDY 3: Energy efficiency –
Researchers: Are “I think we should stop lighting the
you aware that this school in the day as the sun lights
it up a lot and we‟re wasting
is quite an energy Yeah, because like if no one electricity” (Final „design‟ session,
Year 8 pupil).
efficient school? moves, or people go out of the “Are the lights movement
sensitive? I don‟t think in the
room, the lights automatically corridors they are. They could be
go off. movement sensitive, but even just
a switch” (final „design‟ session,)
Researchers: Do you
think the bills for the
school are lower in this No because it’s bigger... There’s more
school? Are you are computers, projectors, interactive
paying less for electricity whiteboards... (But on the other hand you have
and gas? better windows that keep heat in?) But you
can’t open them and you get too hot... But then
Sometimes they [the
you have air conditioning. But you only have it
classrooms] are really warm in ICT but when you do it’s nice and cool and
and the windows don‟t open.
None of the windows open. then it gets too cold [different voice]. In
Only the lower ones. In the
summer it‟s really hot” (Year 7
normal classrooms you have this thing that
pupil.) Researcher 1: “Are brings air in form outside, but if it’s hot
there things you think the
architect could have done outside it’s just bringing in hot air.
better?” “Just the windows.” 12
12
(final session)

13. CASE STUDY 3: Space and using it (or
not being allowed to) What was said !
Researchers: So your
No, we’ve got a big field, But we’re
only complaint is that
not allowed to go on it, the back... (So
you have less outdoor
what are they doing?) We don’t know , it
space now?
looks finished but we’re not allowed on
it.
Researchers: What We’re not allowed to use the
about the changing showers as there’s not time. (Would
rooms? you like to?) Yeah, ‘cause you’re smelly.
Only the after school clubs can.
[Different voice] But if you’re really
dirty you can, you can if you have
permission. They close the
Researchers: What toilets on the
about the toilets? top floors so
we can only use
They’re ok some of them
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14. CASE STUDY 3: Space and using people(and
Sometimes it run past
it not working) What was the floor. That’s what
over said !
and knock you and it just goes
happened to my friend.
Researcher: Would you They open up the assembly hall at lunch and
like to have social space break so you can sit at a table and have your
for yourself ? own little gossip. The canteen is all crowded.
They put all the tables...we’ve got benches at the
sides but all the year 11 and 10s sit there (is it
Researcher: If I were to because they get there first?) No, because they’re
tell the architects something older. (How about the queues?) We’re supposed
about what you thought to have year queues (7,8,9 – Line 1) but no-one
about the school, what does, so it’s cold and hot food. But they don’t
would I tell them? listen and so they go anywhere...
There are too many rooms that don’t get
Researcher: What used, like these small rooms. (Should we turn
about the break out these into classrooms?)
spaces, do you use
them? There are quiet areas but people tend to nick
the chairs and put them in classrooms. (Do you
think we should change them?) No, we use 14
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them to just talk... [35.18 032]

15. YOUR SCHOOL, Walk-Throughs, What
pupils said !
What‟s good about first Year 7 playground
impressions
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16. YOUR SCHOOL, Walk-Throughs, What
pupils said !
“We like to sit under the
stairs where there is
carpet and a radiator, but
we‟re not allowed. We just
like to sit there because it
is inside. We just like
having a quieter area you
can sit and just be with
your friends [...] They
should have little benches
[outside] people can sit on
and a shelter in the winter.
I know it is cold but I do
like to go outside to get
some fresh air. And also
the lads when they play
football would have
Break out spaces
somewhere for their bags”
(Year 10 pupil).
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17. CASE STUDY 3: Critical Thinking and
emergent lifestyles
““I don't even think we are
trying. It feels like they
don't even think they
care. But they are always
banging on about it. They
are always telling us to
save energy but why not
them”.
“I think we should but we have gotten
used to everything and don't want to
go back to basics”
(different session) “They are telling us
to be energy efficient but... They
stand there in science and say you
need to save energy and then I say
well turn your lights off”
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18. The democratic design process (lists
and drawings)
I thought the amount of natural light let in, compared to
Researcher: Do you
the amount of unneeded light on could be improved; we
want to tell us what
could turn the lights off. And more tables and benches to
you’ve written down?
sit on. Lights left on stairs, I don’t think they are
movement sensitive
They should have little benches people can sit
on and a shelter in winter. I know it is cold but I
Researcher: So we are
do like to go outside and get some fresh air.
talking about good and
bad things...or really
three lists, good bad and
how we can make it In the entrance there’s a separate
better. entrance, we don’t need that. I don’t think
we should have it because we can’t use cards
or anything like that.
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19. Comparing: Same problems as with other
schools?
Case Study 1 Case Study 2 Case Study 3 –
Windows and “We also have this automatic window thing “In the whole school there are automatic “Sometimes they [the classrooms] are really warm
ventilation systems for when it gets too stuffy. When you windows that you have to open and close and the windows don‟t open. None of the windows
produce too much CO2 the windows open, with a key and there are only about four open. Only the lower ones. In the summer it‟s
it's automatic [...] If you talk too much in keys in the whole school. So that kind of really hot” (Year 7 pupil.) Researcher 1: “Are there
classroom they open (laughs)”. means that you can‟t open the windows things you think the architect could have done
in some departments because you better?” “Just the windows.”
haven‟t got a key.”
Circulation, stairs and “...everyone pushes you out of the way [...] “This is a very big area, the rooms are “The first day I got lost, then it was quite easy
lifts and it takes you about 10 minutes to get very big, and there is alot of room for because every room is marked out, every level too,
out and you have to try to hold onto the people to just wander up and down the there‟s three different colours.” (Year 7 pupil, first
handrails to pull yourself forward [...] I go corridors. Huge rooms, lots of big open session)
down with my brother and he makes a little
circle and I walk. [...] Older people think
spaces down here. This is the area you
are not allowed at lunchtime. You are not
Not allowed
they are cocky and they can do everything allowed up the stairs in the corridor at all.
and so they go down the wrong side of the People have thrown things, the lights
stairs” (Year 7 pupil) have been broken, there are lots of dents
in the ceiling”.
Natural and artificial “It happens [automatic lights switch on] “In the art and music corridor there are “I think we should stop lighting the school in the
light when you go in, but when you go out full size windows, they go down the full day as the sun lights it up alot and we‟re wasting
everyone turns them off anyway. In PE length of the building, the problem is that electricity” (Final „design‟ session, Year 8 pupil).
that's what happens as they will go off in you have to, if you have projectors on in “Are the lights movement sensitive? I don‟t think in
the changing rooms and in PE you just an art department you can‟t actually see the corridors they are. They could be movement
have to jump about a bit. In the store because they don‟t have blinds so you sensitive, but even just a switch” (final „design‟
rooms it is straight on. You walk in and it can‟t actually lower the blinds so the session, different group of pupils)
just turns on. Cleaners‟ cupboards and projector can see so then you can‟t really
stuff”. see anything.”
Artificial
Lighting 19
19

20. What did you and others say about your
school and it‟s design?
Case Study 1 Case Study 2 Case Study 3 –
Social space “We go up to the shop at dinner time but at “This is the atrium space [...] It does get a “We like to sit under the stairs where there is
(strongly related to the break we just stay around. I'll just stand bit messy because there are not enough carpet and a radiator, but we‟re not allowed. We
lunchtime experience) around over there or walk around. We chairs and people have to wander around just like to sit there because it is inside. We just
have got a coffee machine now that we and hope for the best and see if they can like having a quieter area you can sit and just be
are allowed to use and a lot of people find a seat at lunchtime [...] It is used as with your friends [...] They should have little
stand around there [...] At dinner we play the packed lunch area at lunchtime and benches [outside] people can sit on and a shelter
football on the Astroturf and a lot of chairs come out of the cupboard over in the winter. I know it is cold but I do like to go
different years join in”. “...we go out to there for people to sit on but there isn‟t a outside to get some fresh air. And also the lads
chippy. It's nicer. There are just year 10s lot of space and there isn‟t enough room when they play football would have somewhere for
and 11s and there's no queues [...] We go for everybody to „sit-in‟”. their bags” (Year 10 pupil).
most days (different voice). Not every time
to eat just to get out of the madness” (Year
10 pupils).
Gym, fitness suites, (Dialogue from „walk-through‟) “As you can (From a „walk-through‟) “The drains in “...we should have lockers, we have to carry our
dance rooms, changing see we have these lockers but no one this department are very dodgy and the PE kit around all day. I think we should have
rooms and showers uses them, you can see they are broke” changing rooms smell a lot because the lockers where the PE room is so that when we
Researcher 1: Do you have to carry all drains get blocked and if something have PE... or in our form room.” (From a final
your PE clothes around all day?” yeah, in happens it means you have to ring up „design‟ session)
a bag”. (different „walk-through‟ session) Liverpool to put it on the caretakers list
that the drains need fixing because that‟s
where [building company] Headquarters
are.”
The Wallk Through
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21. What did you and others say about your
school and it‟s design?
Case Study 1 Case Study 2 Case Study 3 –
Outside space, sports “That‟s the field and the tennis courts and “Up at the top we have a MUGA. Multi- “At the moment we‟re in a different playground to
facilities and multi use there were the Astroturf is that‟s where we use games area. There are some people all the other years. [...] I think it is better I think it‟s
games areas had our old building you can‟t come down on it right now. And then we have the bus because older kids are just bigger and if we‟re on
here at break but you can at dinner.” station. There is a stage thing that, an the same playground they can hurt us easier.”
Researcher 2: “So does it have a fence or outdoor thing, for a band, but we‟ve (Year 7 pupil.)
something for where you cannot go in the never used it”.
break time?” “No a teacher just stands
there”.
Quality of space/ “It [Global Conference Room] is for “It‟s a good job the camera doesn‟t pick Researcher 1: “Are there things you like the most
innovative design meetings as well but while we are learning up smell because it stinks. [The school about the building? Things your primary school
there are cameras. There is meant to be a had a ongoing problem with smells from didn‟t have, or just things you like?” “It‟s better
camera here. Where you can learn with the drains.] Sometimes it smells, the because you get to move around the school and
other schools and you can learn the same drains arn‟t very good.” not just stay in one classroom.” (Year 7 pupil.)
lessons. But we've never done it”. (Year
10 pupils on “walk-through”)
ICT and computers “All the computers are always on, they are “In there [computer room] as well is the “On hot days the IT suites are the best because of
never switched off by the power. They are study centre [full of computers] and it the air conditioning.”
always on standby. [...] it's just that the gets very hot and even if the air con is on
monitor is off. You just logoff and you don't only slight areas get it and it gets very
shut it down”. hot.”
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22. Summary User Findings
1. Contradictions between what adults say and what they
tell children to do.
2. Poorly functioning building features (windows, heating
and ventilation systems, circulation, dining spaces) and
either over provision or under provision of space and
facilities, together with teachers prohibiting use of
facilities (toilets locked, .
3. Lack of ownership of PFI buildings
4. Lack of understanding of the „sustainable‟ design
features of the new school building – solar heating
panels
5. Convoluted facilities management procedures
6. A mismatch between designers intention and teachers
ability to manage the behaviours of pupils – (many
examples – dining biggest issue)
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23. Summary Technical Findings

24. Stories and Statistics (Mixed
mode methodologies and analysis)
Simple content analysis, Adults contradictory behaviours, everyone has to
transcripts – themes do their bit, ownership and agency.
emerging
Narrative analysis (children‟s Emergent lifestyles, ways of being, ways of living –
story telling it‟s role and supporting them.
meaning)
Visual analysis Design Themes, dining spaces, ICT, artificial
lighting, comfort.
Comparison with numerical data Verification
– energy use (electricity and
gas) and school temperatures,
lighting and ICT complaints.
Comparison (return visit). Verification
What are the children saying
24
24

25. Recommendations
Artificial Lighting Artificial lights left on during the night (switching off
lights – all but essential – 6pm 7.30 am?) Lights in
corridors being left on in daylight need to be better
addressed – better motion timers, accessible controls to
allow them to be switched off?
Heating Better and immediate controls (children can change
temperatures in rooms?) Efficient BMS. 18 degrees for
classrooms, children suggest hotter. Could turn down?
Maintenance issues for PfI schools resolved?
ICT Timers to hibernate mode, Eco-groups to make sure white
boards and computers are switched off (shaming teachers?)
Dining Experience All schools we visited had problems with the deign of
dining spaces. Designers need to understand that
management issues for 1000 + pupils will take precedent
and whilst dining spaces are being designed for multiply
sittings this is very difficult for teachers to manage.
Behaviour change? 20% Eco-Teams, eco-warriors, educational initiatives - More radical
reduction educational changes, coming in later in the morning, 6 weeks
holiday in winter?
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26. RESULTS: CASE STUDY 1
Problem areas to be addressed (ICT and
artificial lighting), more integration?
Individual teachers in the school took an
immediate interest in making changes to
whiteboards and computers left on in the
school. The ICT and artificial lighting problems
addressed by management on a larger scale
would also resolve childrens‟ complaints about
contradictory behaviour by adults
information about environmental concerns.
Even this simple action would be expected to
also make significant savings to the school
energy bills.
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27. RESULTS: CASE STUDY 2
Negotiations with council to pay their
own bills
The School plans to enter into discussion
with the local authority to gain
responsibility for paying their own bills
and putting measures in place to save
20%. They intend to discuss also with
the construction company
owners/facilities management team how
to gain control from their desks of the
BMS system, how to develop a better
way of ensuring lights and ICT are
turned off – with the intention of using
the saving money for new educational
initiatives in the school. 27
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28. RESULTS: CASE STUDY 3
Modifications to the School Building over
the Summer.
The School planned after our workshops to
make changes to the school to improve the
dining experience, open up the MUGA and
save money by a different artificial lighting
strategy in corridors. This would also mean
that the school will be on track to make
significant savings on its consumption of
energy.
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29. THE IMPORTANCE OF ADAPTED “WHOLE
SCHOOL” POE for the Construction Industry
The Advancement of knowledge.
Improving Design Quality.
Improving Energy Efficiency.
Lowering Actual Energy Use in Buildings.
Educational benefits, engaging with young people, improving
knowledge of sustainable design amongst children and young people.
Supporting emerging lifestyles.
Changing behaviours through initiatives attentive to school culture.
Allowing construction companies to address their social obligations to
buildings more sustainable communities.
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30. THANK YOU!
a.s.wheeler@lboro.ac.uk
m.malekzadeh@lboro.ac.uk