Design for a More Human School:
Improving the Educational Climate of Students with Depressive Symptomatology
Case Study
This case study investigates how Human-Centered Design (HCD) and Co-Design can help improve the educational climate for university students experiencing depressive symptoms due to academic, social, and environmental challenges. Using practice-based action research with qualitative methods - interviews, shadowing, and collaborative workshops the research identifies key social, physical, and psychological challenges in the learning environment. It proposes a Design for Social Change Framework that integrates Design Thinking and the Social Change Model to foster inclusivity, mental well-being, and academic engagement. By actively involving the school community in the design process, the study aims to develop sustainable strategies for a healthier and more supportive educational experience.
Design for Social Change Framework
(Monteiro, et al, 2025)
The map presented below illustrates a space data mapping (Ku & Lupton, 2020), showing how the school community is organized in the exterior atrium area of Block A during the mid-morning break on a typical Monday. This area reveals the highest student traffic, alongside the food areas – the bar and canteen. Due to its more central location, this occurs as students gather and socialize. This mapping provides valuable insights into how the school community interacts with this space, highlighting opportunities to improve the design of the area and meet the community's needs.
It is a multifunctional space for gathering point and during breaks, it works as the main socialization area for students due to its strategic location, as well as its proximity to classrooms and other facilities. However, it has a notable issue: the lack of adequate seating equipment, which leads to many students to sit directly on the floor, as seen in the red "X" markings on the map. This highlights the need for furniture, such as benches or chairs, to make the space more comfortable for those using it. It is also possible to see students who are isolated during breaks, indicated by the red "X" markings where they are alone.
Spatial Data Mapping
Persona
Based on the observations, interviews with psychologists, security, and contextual interviews with students, a persona was created to represent students with depressive symptoms. The goal was to contribute to a better understanding of their behaviors and needs.
Journey Map
Through the persona previously created, a journey map was developed. This journey map allowed mapping the students' experience in this context within their learning environment. From this, it was possible to understand the challenges they face, identifying several issues across different dimensions of the learning environment. This, in turn, led to the creation of a collaborative design workshop focused on addressing the existing issues within these dimensions in this context.
Collaborative workshop with students to generate ideas to improve the educational climate of students with depressive symptoms
The "Collaborative Design Workshop to Improve the Educational Climate for Higher Education Students with Depressive Symptoms" was held at ESAD.CR and lasted 2 hours and 30 minutes. Eight students with experience in mental health participated. Through group activities, empathy exercises, and prototyping, they co-created solutions to improve the physical, social, and psychological aspects of the learning environment. The workshop concluded with students applying ideas to a school floor plan and sharing suggestions to support well-being.
Cards (Back Side) featuring scenarios from the three dimensions of the learning environment. These cards presented a scenario depicting a situation experienced by a student with depressive symptoms in an academic setting. The individuals in the scenarios represent personas based on conducted research, observations, and contextual interviews with psychologists and students. Initially, students were asked to respond to the questions: “How would I feel in this scenario?” and “What would I do to change this scenario?”
Collaborative workshop with students to generate ideas to improve the educational climate of students with depressive symptoms.
Rethinking Mentorship Through Student Perspectives
This artwork was created by a student with autism and depressive symptoms. Shows the student being supported by a peer in the Student-Mentor project. The image illustrates the valuable support and connection between the student and their mentor, emphasizing the role of empathy and guidance in overcoming challenges. The students proposed changes to the project, aiming to make the Student-Mentor Program more inclusive and effective. Suggestions include better promotion through school media, interactive posters with QR codes, training with psychologists, dedicated mental health spaces, virtual communication channels, clear mentor information, continuous feedback, and collaboration with teachers and professionals for complex cases.
Empowering Students Through Collective Support
In this scheme, the student proposes a group for sharing experiences with a suitable place for this purpose, where students with depressive symptoms have a safe space where they can share their experiences and hear the experiences of other students. This space for sharing experiences aims to provide students who find themselves in this context with tools used by other students to overcome these situations.
Designing for Comfort and Connection
Designing a school with students’ comfort in mind is the priority for this student. With inviting spaces equipped with seating areas, the interiors prioritize student’s well-being, some creative artwork on the walls pretends to inspire imagination and creativity. The warm lighting and wall colors create a welcoming atmosphere. In this prototype the student also shows that the school should promote its events, workshops, clubs and mental health initiatives in a more clear way, ensuring a welcoming and supportive environment for its students.
Collaborative Club Spaces for Interdisciplinary Innovation
The creation of dedicated spaces for clubs plays a vital role in fostering collaboration and creativity across different disciplines. These clubs encourage unity among students by bringing them together to work on interdisciplinary projects that integrate the unique strengths of each club, from theater and cinema to art and design. This approach strengthens bonds within the school community while inspiring teamwork and innovation.
Empowering Through Feedback and Speaking Skills
This diagram illustrates the student’s idea of how they will be supported by teachers through continuous feedback on their projects, provided via meetings and digital platforms. Additionally, students will be equipped with tools to enhance their oral presentation skills for an audience. These measures aim to improve project preparation and reduce anxiety during
submissions and presentations.
Collaborative Learning Circles
The student proposed the idea of creating work groups. In classes, students form specific groups where they can share their doubts with colleagues. This idea aims to create a greater connection between colleagues that leads to clarification of doubts and a greater understanding of projects.
Mapping and Reflection
Students suggested improvements to promote well-being and social connection in the school, such as a mental health support room with volunteers, a more comfortable psychologist’s office, better lighting, outdoor benches, and long-term exhibitions. They proposed using modular furniture and turning underused spaces into lounges or screening rooms. Concerns about crowded areas emphasized the need for quieter, private spaces, showing a desire for a more inclusive and supportive environment.
