Vertical schools are created in response to the increasing inner-city residential density and land scarcity in the 21st century. However, this typology often falls short of space needed to create playful and child-friendly environments. This research aims to explore the nature of spaces preferred by children in vertical schools and used for their self-directed activities, but not necessarily considered in advance by designers for the purpose of the activities that take place in them, nor are they valued by school administrators. The research also aims to investigate the problems children face in vertical schools that can be regulated by physical environment design. Using a socio-ecological framework, this participatory qualitative study will identify the multiple environmental characteristics of child-friendly vertical schools. These environments are critical for children’s self-directed activities, through which they develop executive functioning and a sense of belonging. The findings will inform school design and school policy of the physical environments that should be valued in vertical schools.

This project is funded by Council on Tall Buildings and Urban Habitat and ARUP.