
Mindful Spaces: Using Biophilic Design To Promote Student Wellbeing In Independent Schools
How does Biophilic design impact on mindful spaces to ensure students can develop their social and emotional learning and wellbeing? What makes a successful biophilic mindful space? Our educational consultants have recently worked with Putney High School to create stunning Biophilic designs throughout and have the answers to these questions and more…

What should be in your Mindful Space?
Whatever space has been identified as your mindful area should be free of clutter and distractions. Designs that feature hidden storage and clean lines mean that you can keep your mindful space clear and allow students to focus in the moment.
Regulation of emotions is a vital way for your young people to learn coping strategies to increase resilience and to be able to rejoin the classroom ready to learn and without feeling embarrassed or ashamed of their behaviour.
Mindful spaces – particularly those with Biophilic elements – allow for the introduction of mindful strategies; students in turn feel supported by their teachers and school staff which then gives young people better confidence in their learning environment, builds resilience and improves wellbeing and emotional self-management.
It is thought that when out in nature, our brains function on a level of ‘soft fascination’. After experiencing this mental pause our cognitive capacity increases (Kaplan & Kaplan, 1989, Kaplan, 1995).

Biophilic Design at Putney High School for Girls

Making Biophilic Mindful Space Work for Your School

Leave a Reply