| School spaces reflect assumptions about the relations of trust in the school. Within schools, the physical environment both helps to proscribe and control students' educational experiences. This study focuses on the ways in which school space becomes a context for students' meaning making and how space helps to create norms and affect relationships among students and faculty. Building on two sets of research literature, namely that on trust (e.g. Barber, 1983; Larson and Ovando, 2001; Luhman, 1998) and that on critical geography (e.g. Hart, 1987; Massey, 1989; Rivlin and Weinstein, 1995; Valentine, 1997), this study uses qualitative methods to explore three key questions. First, how does the physical environment of schools reflect students' experiences of trust? Second, how does the physical environment of schools contribute to trust? Third, what can students tell us about trust as they experience it in these spaces?; Two schools are examined that are intentional about the way they use space. At each school, observation, behavior mapping, school tours, and student interviews are used to create case studies. The cases explore the students' perspectives on the public spaces in their school and their perceptions of how the spaces affect relationships of trust.; The physical environment of both schools, while very different, contributes to students' relationships with their teachers by providing opportunities for interaction among them. The spaces of both schools support students' changing needs, helping them feel a sense of ownership of the space.; This study is significant because it underscores the importance of understanding student perspectives and demonstrates that the physical environment is a critical component of the school community. Its design and use need to be thoughtfully considered.; Implications for research and practice include incorporating students' voices in design decisions and evaluating how schools use their public spaces to support the needs and spirit of the school community. |
