Entering School:
How Entryways and Foyers Foster Social
Interaction

Holly Ogden
Rena Upitis
Julia Brook
Anna Peterson
Jennifer Davis
Meagan Troop
Queen’s University
Kingston, Ontario, Canada

Citation: Ogden, Holly, Rena Upitis, Julia Brook, Anna Peterson, Jennifer Davis and Meagan Troop (2010). "Entering School: How Entryways and Foyers Foster Social Interaction ." Children, Youth and Environments 20 (2): 150-174. Retrieved [date] from http://www.colorado.edu/journals/cye/

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Abstract

The research reported in the present paper explored the architectural features that help to facilitate opportunities for social interactions in the entryways and foyers of elementary and secondary schools. The sites for the study included six elementary and secondary schools in Canada, Germany, and Iceland. The study used photographs of entryways and entrance foyers as the primary data sources for the architectural features of each school. Researcher observations and field notes, as well as interviews with students, teachers, and administrators complemented the content analysis of the photographs and provided information about how the entryways impacted social interactions. The data analysis revealed six core themes of architectural qualities that affected how students, teachers, and administrators experienced their surroundings and interacted with one another. Our research provides evidence that the physical features of entryways and foyers play a role in how children and adults interact, engage, and feel in their schools.

Keywords: schools, school entrances, social interactions, architectural patterns, pattern language