Exciting as it may be, the design of a new school is a process of significant change. All stakeholders involved, from students up to district-level administrators, can be impacted when a new building is introduced to a community. Across building levels, principals have described various strategies to successfully navigate the transition to a new facility, including intentional preparations prior to the transition, tailored support throughout the transition, and managed expectations following the transition.
Research on change shows that all change processes include a degree of loss, and that one key element to a successful change process is allowing individuals to grapple with that loss1,2. Providing opportunities for students, staff, and community members to process the loss of a building prior to replacing it can help them to collectively work through that challenge, while also building excitement around the new facility.
A shared mission and vision are paramount to success in any school, promoting a strong and positive culture and successful and collaborative teaching processes1. As a school embarks on the process of designing and transitioning to a new facility, this may be a prime opportunity to recalibrate existing goals and outline new ones as they relate to opportunities and instructional approaches the new space supports.
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