Page 59 - LearningSCAPES 2021

SESSIONABSTRACTS continued...
English and Spanish if desired.
Learning Objectives:
• Learn from architects, educators, psychologists, and researchers about the impact of the physical, social, and psycho- emotional environment of safety and wellbeing.
• Utilize technical insights regarding a comprehensive approach to safety and wellbeing in schools.
• Develop design strategies for the physical school infrastructure supportive of improvements to the social and psycho-
emotional environment.
• Apply tools to evaluate the level of improvement in school climate.
Rene Berndt, AIA, LEED AP, Associate Principal, Mahlum Architects, Inc.
Associate Principal at Mahlum, Rene has 28 years of architectural experience and has presented his research about the impact of the physical environment on the process of learning at conferences and workshops, both locally and internationally. His work has been featured in numerous design publications, including Architectural Record, and he has been recognized with diverse regional, national, and international design awards. Rene is a registered architect and former AIA and A4LE board member.
Carlos Gutierrez Vera, Architect, Psycho-therapist, Specialist in Complementary Medicine
Carlos is an architect, psycho-therapist, specialist in complementary medicine and Bioneuroe-moción specialist. He obtained his degree in architecture from University of Chile. He is also a co-author of the first CPTED manual in Latin America, developed guidelines for application of CPTED methodology, including psychosocial approaches, in the planning of school spaces. Carlos is currently a Senior Technical Advisor for the CONVIVIR Program in Honduras and on the ICA Board of Directors.
Fleur Knight, Educator, Orewa College, New Zealand
Fleur is an experienced educator who created a program that integrates SafeGrowth® into the New Zealand teaching curriculum. She teaches educators and learners how to improve safety in schools and the wider community. Fleur explains how collaborating youth with government departments and local citizens can generate community solutions to safety issues while examining
the short and long term effects of neighborhood activation, action based practice on academic achievement, and community involvement with youth.
Saturday, October 16, 2021 - 10:00 am – 11:00 am
Restorative Environments for Wellness and Well-being
1 LU / HSW
Learning involves complex cognitive processes. However, too much focused attention on tasks or multiple tasks can cause mental fatigue and related health issues. Howe can we create learning environments that help restore and shift a student’s focus in order to give them the brain break they need to be able to reset; restorative spaces that can nourish the mind, body and spirit. Stephen Kaplan, one of the original developers of attention restoration theory, defined the four characteristics of the physical environment that contribute to recovery from directed attention fatigue: soft fascination, the sense of being away, extent, and compatibility. Through several learning environment case studies, we demonstrate the success of incorporating restorative spaces that create opportunities for students, faculty and staff to take the breaks they need. Spaces for relaxation, reflection and rest integrated into the learning environment is crucial in supporting the physical, mental and emotional health for the entire campus community. In addition, we will discuss the planning processes that enabled the design team to better understand the unique needs of the users.