Yi, Ye JiWashington, Anthony2024-05-062024-05-062024-05-10https://hdl.handle.net/11244/340306Introduction: Students endure social, economic, and environmental impacts that affect their behavior, mental health, and cognitive development. Evidence-based research and design are required to provide proficient design strategies as students continue their education. These strategies should ensure positive mental health environments. This study obtains multiple perspectives from professionals within varying fields of design and education to address the disparities in and out of the classroom. This will allow designs to be redeveloped to achieve improved student mental well-being in K-12 settings. Literature Review: The reviewed literature explores the gaps that lie within existing research regarding the disparities of youth in academia, educational buildings connection to socio-economic status, and school design’s impact on student well-being and building performance. The literature gap highlights the need for interdisciplinary research to implement equitable mental health resources through design strategies within school buildings. Methods: To gain insight on professional perspective from those who design and teach in K-12 buildings a qualitative study was conducted. Total of 18 professionals, including ten experienced designers with experience in K-12 design and eight K-12 educators participated in a 20-minute online questionnaire via Qualtrics Survey Software. The survey consisted of 20 questions, including demographic, Likert-scale, and open-ended questions. This allowed for an inductive thematic analysis to be performed, gathering keywords using NVivo 14 software. A biopsychosocial (BPS) theoretical model was used throughout the study that aids in the interdisciplinary approach that addresses inclusivity and equity. To ensure professionals experiences are represented, an online survey was implemented. Results: A thematic analysis identified overarching themes that were prevalent in improving mental health within K-12 environments. Key themes included: community, trauma-informed design, inclusive design, student motivation, special needs, and engagement modes. Connections were formed between themes found within existing research and those obtained from the survey in comparison to whether or not participants agreed with specific notions that could affect student mental health. Conclusion: Design strategies should not be implemented as last minute options; however, should prioritize ideas that provide users the option to choose spaces and design elements that adhere to biological, social, psychological, and environmental needs. This requires all stakeholders to understand that mental health differs for each student along with the various barriers that several students face on a daily basis. Learning environments could incorporate adequate strategies that allow students to feel comfortable and understood. Designers must reinforce the importance of collaboration and ongoing evaluation in implementing design strategies and note each school and student requires different needs and none are exactly the same.Well-BeingMental HealthInterior DesignK-12 Education