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RIBA Good Design in Schools Survey

Survey of school teachers in England on behalf of RIBA on the topic of school design

  • Majorities of teachers believe school design is important for a number of educational outcomes, including providing an effective learning environment (93%), student educational outcomes (81%), or reducing bullying (65%).
  • In general, the majority of teachers are positive about their existing school. Three quarters of teachers rate the quality of the buildings in their current school as good, and a majority say their school provides each of the good design features tested;
  • However, substantial proportions of teachers disagree that their school provides each of the design features tested, most notably a third of teachers say their school does not provide a space for teachers to carry out planning, preparation and assessment;
  • In addition, although the majority say their school is the right size for the number of students, two in five say it is too small;
  • One in five teachers report that they have considered quitting or quit a teaching role because of the condition of school facilities. One in twenty say that they have quit a teaching role, and the condition of facilities played a part in this decision. Teachers who rate the quality of their school buildings as poor are more likely to have considered quitting, suggesting that the quality of buildings does play a role in this decision for some.

Date Published: 11/05/2016

Categories: Education | Infrastructure | Professionals | Social | UK

Client: Royal Institute of British Architects (RIBA)


ComRes interviewed 501 school teachers in England online between the 11th and 25th of February 2016. Of these teachers, 205 teach at a primary school, 270 at a secondary school and 26 at a SEND school.

  1. RIBA_Good-Design-in-Schools-Research_Tables_02032016 0.02 MB.

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