Evidence-based implications for school architecture: spatial layout and teachers' perceived sense of school control

Abstract

Purpose – The role of architectural design in shaping educational environments has received increasing attention in recent years, shifting the focus from purely functional spaces to the relational dynamics between spatial configuration, pedagogical practice, users' perspectives and user experience. While research on school architecture has widely emphasized the interplay between spatial form and student learning, empirical studies that connect spatial layout with teachers' perceptions remain limited. This study contributes to this growing discourse by examining how school layouts influence teachers' perceived sense of school control, namely teachers' belief about their ability to supervise, support and engage with students in school spaces. Design/methodology/approach – Using a mixed-methods approach, this study integrates space syntax and morphological analysis with teacher surveys from five lower secondary schools in Cyprus. Findings – The developed statistical models explain between 42 and 58% of the variance in teachers' responses. The most robust model accounts for 58%, highlighting the combined influence of a school's axial control and plot coverage ratio in supporting teacher's perceived control. The findings underscore the role of spatial design in facilitating teachers' perceived sense of control. Specifically, school layouts that offer greater visibility and movement contribute to a stronger sense of control, while excessive school exposure to the street network correlates with increased challenges in maintaining order. Originality/value – The results reinforce the critical role of architectural design in shaping safe, functional and effective educational environments, providing a research-based framework to guide school planning and policy decisions.