Beyond Furniture: Developing Spatial Proficiency for Deeper Learning
I wasn’t just bad at school—I was epically bad at it. My suspension rate wasn’t calculated over my entire school career; it was an annual metric. And let’s not talk about my grades—they certainly didn’t predict the path I’ve ended up on today. Much of my failure was rooted in spaces that didn’t work for me. Classrooms often felt like rigid boxes where I didn’t belong, environments that rarely reflected or supported my needs as a learner.
These experiences have shaped my belief that classrooms must be more than physical spaces. They should empower students to take ownership of their learning, feel a sense of belonging, and engage in meaningful work. This requires moving beyond superficial adjustments and trendy furniture pieces; it’s about reimagining the classroom as a dynamic ecosystem that actively supports student choice and comfort, creating environments aligned with the strategic goals of authentic learning and complex thinking. Classrooms are not static. They are evolving landscapes of interactions where the environment can elevate—or hinder—the learning process.
As an educator and learning environment designer, I’ve had the privilege of helping others reimagine space—not just as a backdrop for teaching but as a tool for equity, engagement, and transformation. At the heart of this work lies my passion for spatial proficiency—the art and science of designing environments that align with the dynamic needs of students and educators. Through years of collaboration with teachers, students, and school leaders, I’ve seen how intentionally crafted spaces can foster curiosity, ignite creativity, and drive deeper learning.
This isn’t just theoretical for me; it’s deeply personal. As someone who spent years navigating systems and environments that didn’t fit, I understand how space can either hinder or amplify potential. My commitment to this work stems from a desire to ensure that every classroom, library, and learning community serves as a powerful enabler of learning—a place where every individual feels seen, supported, and inspired to succeed.
A Lived Example: Spatial Proficiency in Action
I’m sitting in a 5th-grade classroom, surrounded by 25 clever, energetic students. The 800-square-foot room, recently outfitted with agile furniture, reflects a space actively lived in by students and teachers. Chapter books, manipulatives, and materials from a new math program are distributed throughout the room, creating an environment of constant use and activity. This room is not pristine. It doesn’t have that freshly “set-up-for-observation” look. Instead, it’s real—a place where learning happens in its messy, dynamic, beautiful entirety.
At first glance, this room might appear to have a typical “small group” setup, with clusters of students scattered throughout. But a closer look reveals intentionality. Students sit on Hokki stools, ergonomic chairs with wheels, or lean against storage units. Others choose to kneel on the floor or stand. Movement is constant but subtle—feet tapping, legs bouncing, bodies shifting. This isn’t distraction; it’s how humans are meant to exist in a space—with the freedom to move. It’s a living, breathing organism where adaptability is the norm, not the exception.
With a simple, “OK, ready? Let’s make it happen!” the teacher signals a transition to math, and I watch as the students reorganize the room like a well-rehearsed team. Groups flip round tables into vertical whiteboards or adjust rectangular tables into writable surfaces. Chairs are swapped for Hokki stools or soft benches, and some students sit on the floor with clipboards. In under a minute, the classroom is completely transformed.
This teacher embraced spatial proficiency through a series of workshops and experiences for aligning space with instructional and strategic goals. Rather than dragging old habits into a new environment, the teacher committed to rethinking their practice with intentionality. He learned to use space as a tool for collaboration and creativity, understanding that the physical setup of the classroom directly impacts how students interact with one another and the material.
This transformation required trust—trust in their students to co-create their environment, and trust in the space itself to adapt and respond to their needs. What struck me most was the fluidity of the space, the way it adapted to the shifting needs of the lesson without disrupting the flow of learning. It became clear that spatial proficiency isn’t just a skill; it’s a baseline mindset for creating environments that truly support student-centered learning.
What is Spatial Proficiency?
Spatial proficiency, a concept I’ve developed through years of collaboration with educators, goes beyond the aesthetics or functionality of classrooms. It’s about aligning physical spaces with the dynamic needs of students and the practices of teaching and learning. Classroom spaces tell a story—about what we value, how relationships are formed, and how learning unfolds. They are more than the sum of their parts; they are dynamic systems that reflect the culture of a school and the priorities of its teachers.
Think of spatial proficiency as an iceberg. Above the surface are the visible elements—furniture arrangements, writable surfaces, and movement-friendly seating. These are the tangible features that anyone walking into a classroom can see. But below the surface lies the deeper work: understanding who the students are; what they need socially, emotionally, and cognitively; and how the space can support these needs. This deeper layer connects directly to how students interact with each other, engage with the content, and grow both individually and collectively. It’s about fostering a culture of learning that empowers students to feel welcomed and supported, while also providing the structures and practical strategies that make meaningful collaboration and engagement possible.
Henri Lefebvre’s spatial triad—conceived, lived, and perceived spaces—offers a powerful lens for understanding this work. Conceived space represents deliberate planning and design—the blueprints, layouts, and strategic choices that shape the foundation. Lived space encompasses the rhythms of daily interactions—the ways students and teachers move through and adapt the environment in real time. Finally, perceived space is deeply personal, shaped by each individual’s experiences and needs. Together, these layers influence how space actively shapes the way students interact with one another, their work, and the physical environment.
Spatial proficiency bridges planning, daily use, and personal experiences, transforming classrooms into spaces that work for everyone. It connects the deliberate design of a space with how it’s used and experienced, ensuring that classrooms are not only functional but also dynamic—responsive to evolving needs and fostering deeper engagement. By aligning spatial design with real-life interactions, spatial proficiency helps teachers rethink systems, routines, shared language, and practical teaching strategies to enhance how students collaborate, engage with content, and develop as learners. This intentional approach encourages educators to view their spaces not as static backdrops but as active participants in the learning process, shaping habits of curiosity.
Equity and Ownership: Amplifying Voices Through Spatial Design
For students, the design of a classroom can feel like permission—or restriction. Jordon, a 6’9” high school senior, explained how traditional desks left him feeling trapped. “I felt like I had to pour myself into a desk every hour,” he joked. “It was like the space was designed for someone else, not me.” When his teacher introduced a reconfigured space and new seating opportunities, it wasn’t just about comfort; it was a game-changer for his focus and engagement. “Being able to move when I need to makes all the difference,” he shared.
Teachers, too, have found how rethinking space transforms their practice. Deb Wilson, a veteran teacher with over 20 years of experience, explained how embracing spatial proficiency required her to completely reevaluate her classroom. “I felt like I was texting a classroom design hotline,” she joked. “I had to renegotiate my entire space after 20 years of doing things the same way.”
Deb began sharing her learning with other teachers, reflecting on how this process changed her perspective. “This isn’t about making things easier for teachers or grabbing a quick takeaway with some candy at an afternoon faculty meeting,” she explained. “It’s about shifting how we value and use space—seeing it as a tool for deeper learning and collaboration.” For many educators, the transition to spatial proficiency is both exciting and intimidating. It requires unlearning long-held practices and embracing a new way of thinking about space. It’s not about perfection; it’s about progress—incremental changes that collectively create a more inclusive and engaging learning environment.
Neuroinclusive Spaces
Spatial proficiency is crucial for creating classrooms that support all students, particularly those with neurodiverse needs. For these learners, the physical environment can play a significant role in either enabling or inhibiting their ability to engage fully. Writable surfaces and strategically placed displays become tools that provide clarity, accessibility, and focus—offering students the guidance they need to navigate their learning environment successfully.
When I think back to my time in school, I remember classrooms that seemed designed without students like me in mind. There were too many visual distractions, rigid seating arrangements, and an overall lack of spaces where I felt comfortable or safe. For students who process the world differently, these environments aren’t just inconvenient—they can create significant barriers to learning. What I needed, and what so many students need today, is a space that feels intentional and supportive, a space that empowers rather than alienates.
One student expressed it best when she shared, “When there’s too much stuff, I can’t focus or find what I need.” This insight underscores the importance of spatial proficiency—not as a way to tidy up a classroom, but as a means of designing spaces that truly work for every learner. Clear layouts and thoughtfully placed resources help students find what they need when they need it, minimizing frustration and maximizing focus.
Teachers who embrace spatial proficiency often discover how transformative these changes can be, particularly in creating environments that support neurodiverse learners. One educator reflected on how rethinking their classroom layout reshaped students’ experiences: “It’s given them a way to interact with their learning and with each other more directly. The space now encourages them to share ideas, collaborate, and engage in meaningful conversations.” For neurodiverse students, these adjustments can make a world of difference, offering clear pathways for participation and reducing the barriers that traditional layouts often impose.
Spatial proficiency compels us to move beyond surface-level aesthetics and consider the lived experiences of every student. Rather than imposing educator preferences or replicating familiar environments, the focus shifts to designing spaces and selecting furniture that actively support the diverse needs of those who enter. How can your classroom's layout and furniture choices better foster dialogue practices and encourage meaningful discourse among all learners?
A Call for Intentionality in Learning Environments
We are called to reimagine spaces for education as places that genuinely cultivate curiosity, creativity, and collaboration. What untapped potential could your classroom hold if seen through a fresh perspective, aligned with the teaching and learning you strive to create every day? What bold shift in your daily habits could transform those spaces into ones that truly inspire growth and creativity? Designing environments that foster curiosity-driven, student-centered exploration requires a fundamental shift from environments of control and conformity to ones that prioritize adaptability, agency, and engagement.
“Innovation demands experimentation and iteration,” a reminder from Tony Wagner, speaks to the heart of this challenge. Classrooms and learning environments must invite experimentation, celebrate student agency, and inspire deeper thinking. Yet many of our spaces still cling to outdated paradigms. Rigid rows of combo desks signal to students that they should sit down, stay still, and conform—a relic of a bygone era when uniformity trumped creativity and individuality. These legacy spaces restrict the movement, flexibility, and diversity essential to learning.
For students like Jordon—and for students like me—this shift isn’t just an aspiration; it’s a necessity. Spaces must evolve to reflect the diversity and dynamism of today’s learners, encouraging movement, collaboration, and ownership. Lefebvre reminds us, “Space is not a thing, but rather a set of relations.” Think about how your classroom relationships—between students, their work, and their environment—are influenced by the way space is arranged. By reimagining these connections and moving away from rigid, outdated setups, we can create classrooms and learning communities that inspire students to collaborate, experiment, and achieve in ways that feel meaningful and inclusive.
Jill Ackers
Director of Education, VS America
Jill Ackers is an education leader specializing in learning environment design, pedagogical innovation, and strategic planning for districts. She collaborates with educators, architects, and facilities teams worldwide to create dynamic, student-centered spaces. With expertise in project-based learning, change management, and educator development, Jill’s work empowers educators and students, transforming spaces into environments that foster growth and meaningful learning.