Written by: Bilal Nasir, St. Benedict Catholic Secondary School

To achieve her goal of a high average in school, one Grade 11 student at St. Benedict Catholic Secondary School sits at the library table every day, drilling through textbook exercises until the bell rings.

To ace his chemistry test, one Grade 10 student lays all his notes out on the hallway floor. Sitting cross-legged, he revises and practises problems, stooping over the disarray of papers.

For English class, one Grade 9 student sits quietly in the corner of the crowded cafeteria, quietly flicking Post-it notes and placing them into notable pages.

All three students revise in their own unique ways, with different preferences for location and environment. But do our chosen study spots influence our academic performance? Or does studying at a quiet desk bring the same results as revising cross-legged on a cold hallway floor? The answer may not lie in which is “better,” but in the simple truth that we all need different spaces to succeed academically.

The Impact of Study Spaces
Research indicates that the physical environment plays a significant role in one’s focus when studying. Factors like lighting, acoustics and seating comfort can greatly affect concentration, especially in moments of revising and memorizing information. At the same time, there is clear evidence that study preferences vary from student to student. Whether it’s studying with others, alone, with music or in silence, these individual needs shape how we best absorb information.

“A well-designed learning space should be flexible, accessible, and tailored to meet the diverse needs of students,” says Maureen O’Shaughnessy, a leading expert in educational architecture and design. Based in Toronto for CS&P Architects, O’Shaughnessy and her team emphasize that effective learning environments, especially study spaces, should “optimize individual choice, collaboration, and minimize distractions.” A key factor for designing spaces like these is using the Universal Design for Learning (UDL) framework, which strives for easily accessible and understandable design, regardless of ability or age.

Many students have strong preferences for where they study. “I do love talking and studying with my friends, it makes me feel less stressed,” says one student, sitting down on the hall floor with his lunch and a calculator. “Sometimes I have group study sessions with others during lunch. It helps a lot of us.”

As a large school, St. Benedict offers many locations to be able to work, chat and eat lunch. The spiralling metal chairs around the atrium are a popular spot, but many students, but many students feel improvements could be made. “I like the library’s studying desks; however, I feel there could be more around the school due to the rush of the library. Adding more features to the seating, like cup-holders, power outlets, adjustable desks and chairs would make it much more accessible,” says one junior.

For many students, the library is a refuge for both productivity and social interaction, with dozens hurrying in as the lunch bell rings. The race to the library’s seats often poses a challenge to students who prefer a quieter, more structured space. This highlights the need for schools to implement more thoughtful study locations whenever possible.

The Case for More Thoughtful Study Spaces
When it comes to education, O’Shaughnessy argues that “barriers exist in the environment and the experience, not in the learner.” Her team at CS&P Architects works directly to create improved and accessible educational spaces across Ontario, including for schools at the Toronto District School Board.

In a presentation shared by CS&P, the group outlines several ways schools can implement Universal Design for Learning strategies: optimizing individual choice, fostering collaboration, enhancing motivation, and minimizing distractions. One of the more unexpected aspects is embracing fidgeting within spaces. This could include features like movable or swivel chairs, adjustable desks and designated holders for personal items.

Ultimately, Maureen O’Shaughnessy and her team’s goal is simple: to show that design plays an immense role in the focus, betterment, and learning of all students. This makes it more important than ever to improve study environments, particularly at St. Benedict and other schools across the board. With a large student body and wide range of learning preferences, the need for varied, flexible study spots cannot be overstated. As one student puts it: “Having more options would make a huge difference. I get distracted easily in the crowded cafeteria, but a proper quiet area and more spaces to work would really help me focus.”

By drawing inspiration from educators, students and experts like Maureen O’Shaughnessy, schools can incorporate elements of Universal Design for Learning and enhance student productivity and well-being. The Waterloo Catholic District School Board is a large community of diverse learners and would benefit from a board-wide commitment to improving the physical spaces that support academic success.

Let’s make sure every student has the right spot to succeed—after all, our environment truly shapes our school experience.

Photo by Barakah Saeed, St. Benedict Catholic Secondary School

This article is part of the WCDSB Jr. Journalist program, an initiative designed to provide journalistically inclined secondary students with a platform to share stories from their school and showcase their impressive talents.

Are you a Secondary School student interested in joining the program? If so, please contact communications@wcdsb.ca