Thriving in vertical schools: aspirations for inclusion and capability from a salutogenic design perspective

• DOI: 10.1007/s10984-024-09502-3
• Publication Date: 2024-06-11T07:01:51Z
• Authors: Jill Willis; Jenna Gillett-Swan; Jill Franz; Narges Farahnak Majd; Linda Carroli; Jeanine Gallagher; Elise Bray
• Keywords: Thriving; Life world; Sociology of Education; Activity Theory; Capability Approach; Conceptual framework

Abstract School designs have far-reaching future impacts. Facilities often remain unchanged for decades influencing whether generations of young people feel included and can access educational entitlements, especially those identifying as someone from a marginalised or minority group. Student perspectives are therefore essential to understand inclusive school environments. about their experiences thriving in three new Australian vertical high schools designed be the outset were analysed alongside aspirations adults involved designing them. Inclusion was uniquely conceptualised through capability salutogenic theories that informed analysis annotated maps over 200 Year 8 students. Inclusive environments more evident when they meaningful, made sense, easy manage. Students highlighted importance choice, comfort, spaces resetting. Aspects where students had work harder manage learning themselves environment point challenges achieving SDG4a, facilities need all. The conceptual approach extends current theory on inclusion with intentionality holistic way guide greater realisation