14 High-Profile Focus: Schools and Institutions – Cover Story
Designing for Student Autonomy and Well-Being
By Lori Cowles
High school students are steps away from leaving home and going on to college or other endeavors where they will have a great degree of choice and independence. To prepare them for this next step, it is important that high school is a safe environment for exploration, growth, and self-determination.
From the outset, we collaborated closely with the community to design a variety of spaces within the new Arlington High School that would support student autonomy. The hub of the school is a central circulation spine composed of bench alcoves for individual reflection, café seating for group learning, and a large forum stair that provides a“ see and be seen” social space for large and small groups. Material changes, differentiated ceiling heights, and varied lighting within these spaces support a wide variety of student activities.
Based on evidence that access to
Arlington High School’ s main courtyard / Photos by Robert Benson Photography daylight, views, and fresh air have measurable impacts on academic outcomes and well-being, Arlington High School provides students with multiple connections to the outdoors— spaces that provide independence while remaining safe and secure. Outdoor venues are varied in scale with differing amenities: a courtyard adjacent to the cafeteria has tables and chairs for dining and student collaboration; a large main courtyard has tiered group seating, solo bench areas, and open areas for hands-on project work; and an amphitheater provides seating and performance space for student and community use. The variety provides choice for students
throughout the school day.
In addition to providing a variety of spaces to suit the program, it was important to give students agency in how they moved through the 409,000sf facility. The new school replaced an outdated facility that had been constructed over multiple decades and was a rabbit warren of corridors, stairwells, and exits— a
A large forum step in the school’ s main spine
nearly impossible facility to supervise and one where students could disappear. Now, the school provides multiple paths to get from one class to the next: students can opt to move through the central spine for a more social experience, or to move
September 2026
between wings through quieter corridors depending on the level of interaction they desire. Transparency between spaces allows for passive supervision, creating autonomy while maintaining an inclusive environment.
Corridors are much more than circulation; they also support selfdetermination. Project areas at the end of each academic wing contain tables, flexible seating, and integrated technology enabling students to engage in collaborative work outside of the classroom. Similarly, large lightwells at the heart of each academic wing provide counter surfaces with power where students can study or socialize. This level of student-directed learning and independence creates a more collegiate experience allowing students to pause, touch base with a friend or teacher, check their schedule, and determine their next steps.
Small nooks and benches are located throughout the school
Designing a high school with spaces and opportunities that support individual choice can lead to a greater sense of autonomy, self-determination, and overall well-being. An annual student survey of Arlington High School students shows that their sense of belonging has increased by 18 % since the new school opened. There has been a notable increase in student engagement in extracurricular activities and advanced coursework, and the building is a hive of activity before, during, and after school hours. Students in Arlington are choosing to spend a greater amount of their time in the new school, where giving students greater agency over their educational and social experience has led to a greater sense of well-being.
Lori Cowles is a principal at HMFH Architects.
Counter seating around a large lightwell www. high-profile. com