“Quality education does not stop at the curriculum. Rather, the building itself plays a critical role in the success of its students,” stated Martin Hopp, founder of Martin Hopp Architect (MHA), a New York City-based firm specializing in educational facilities and civic projects with a healthy, sustainable design approach. Notably, students in North America and Europe spend upwards of 15,600 hours indoors by the time they graduate, suggesting that the indoor environment has ample potential to affect their performance and experience.
Studies show that the quality of schools’ indoor environment—increased ventilation, natural lighting, the use of natural materials, and access to green spaces—can lead to improved student outcomes. In the continuing education course Learning and Architecture, Hopp explores how intentional school design—supported by sustainable materials like mass timber—can elevate student performance, reduce absenteeism, and strengthen communities, all without imposing a financial premium.
Evergreen Charter School. Hempstead, NY. Martin Hopp Architect.
Rendering Credit: Martin Hopp Architect
Designing Schools that Teach
The COVID-19 pandemic underscored that, even when schools aren’t in session, they stand as the anchors of our communities, serving as vaccination hubs, testing centers, and emergency shelters. Yet many K-12 schools in the U.S. now face critical challenges: budget cuts, district consolidations, and facility closures brought forth by aging infrastructure or natural disasters. The impacts are far-reaching—overcrowded classrooms and lower faculty morale, while students face higher rates of mental illness and absenteeism, particularly in under-resourced districts. Addressing these challenges requires a holistic approach—one that goes beyond funding to reimagine schools as community anchors—spaces designed to nurture both education and well-being.
Educational thinkers have suggested there children are taught not only by adults and peers, but also physical environments. Open, flexible spaces filled with daylight and access to nature help children see school not just as a preparation for life, but rather, lift itself. This approach positions school facilities as the “third teacher,” elevating the role of the physical environment.
While often applied in early childhood education environments and private or well-funded public schools, this philosophy can inform K-12 education more broadly. By designing classrooms and campuses that encourage curiosity, adapt to different learning styles, and support physical and mental well-being, architects can create schools that actively teach. For architects, embracing this mindset requires rethinking learning environments for older students—not just kindergartners—with equal imagination, creativity, and purpose.
By embracing community-driven design, sustainable materials like mass timber, and adaptable learning environments, we can reimagine schools as places that teach as much as the curriculum does. Explore these ideas further in Learning and Architecture with Martin Hopp.