Offering transferable approaches and a new theoretical model of wellbeing as flourishing to support the design of innovative learning environments, this book is of interest to researchers, tertiary educators and students in the education and design fields, as well as school administrators and facility managers, teachers, architects and designers.

"This timely book fills a significant gap in the school design literature by exploring human affect and experience and coalescing design and teaching professions. It exhibits robust research methodologies blending literature reviews and evidence-based field explorations to represent school student and staff perceptions. The collection provides - in effect - a 'Handbook for the Evidence-Based Design for Primary and Middle Schools'. The first chapter sets a high benchmark for authentic scholarship that shapes the rest of the book in establishing a fluid written structure throughout this seminal work." -Dr. Kenn Fisher, Associate Professor in Learning Environments, University of Melbourne, Australia