VIRTUAL London.
Abstract
Considering the challenges and disruptions caused by the COVID-19 pandemic, this study aims to develop an evaluation matrix that combines the Youth Resilience Index and the WELL Building Standard to guide the design of resilient learning environments prioritizing students’ emotional and mental health. The research is conducted through several surveys of students’ resilience levels, focusing on Controllability, Positivity, and Sociability, along with a systematic literature review on existing building standards. The Youth Resilience Index, a specific version of KRQ-53, assesses student resilience through 27 targeted questions. Complementing the Youth Resilience Index, the WELL Building Standard (Version 2) is utilized to support well-being and promote mental health through strategic interventions. Particularly, the Movement and Community categories from the Standard are considered relevant for school architectural planning, while the categories of Light, Comfort, and Mind address interior environment design aspects. As a result, the integrated matrix provides a valuable resource for decision-making processes in designing or renovating school spaces. In terms of architectural planning, the matrix emphasizes the space for physical activity, social interaction, and a sense of community within the school through thoughtful design. And while concerning interior design, focused on optimizing lighting conditions, creating comfortable spaces, and implementing strategies of space that promote mental health. By utilizing this matrix, the study proposes the concept of ‘Resilience School Space’ and further aims to generate a complete design guideline focusing on middle school, which will provide practical guidance for architects, and policymakers to promote students’ emotional resilience and well-being through thoughtful design.
Tuz Johora Fatama holds a B. Arch degree from Khulna University, Bangladesh, and a Master’s degree in Environmental Interior Design from Yeungnam University, Korea. As a recognition for her academic work, she received the ‘Excellent Graduation Thesis Award, 2022’ from the Korean Housing Society. Currently, she is pursuing a Doctoral degree at Yeungnam University, Korea, with a fully funded research project by NRF (Korean National Research Foundation), where she is developing Design and Evaluation Standards for Learning Environments in Schools to Promote the Emotional Resilience of Students.
Kim Insung experienced the practice at the Wondoshi architects’ group, after graduating from the Department of Architecture at Seoul National University. Granted his Ph.D. in Design at the University of Sheffield, UK, and published his dissertation on the issue of architectural representation and temporality in architecture as Drawing Time with Temporal Drawing in 2010. He was awarded the 2018 Criticism Award from Architectural Critics Association for his architectural criticism activities applying the philosophical theories of temporality. After running his own architectural office, he is currently working as a Professor in the Department of Housing and Interior Design at Yeungnam University.