Reimagining High School: A Guide to Renewing Post-War Secondary Schools in Waterloo Region

Abstract

Ontario’s public education system is in a state of crisis; this is evident in the architecture of schools. Many of Ontario’s secondary schools were built during the post-war era (1955-1975), and education continues to operate within buildings that reflect the values and priorities of that time. Education during this period was highly institutionalized, and buildings were designed with the intention of enforcing rigid standards of learning and behaviour. Classrooms prioritized control and uniformity to administer required tests and performance assessments effectively. While funding has been directed towards additions and band-aid solutions, these schools have become crowded over time, consequently relying on portable classrooms. Despite shifts in educational values and pedagogy, the architecture of secondary schools has remained largely unchanged for the past fifty years, failing to meet the priorities and evolving pedagogy of today. Since the post-war era, educators and policymakers have acknowledged that each student and school community has unique needs. While recent pedagogical advancements have been successfully integrated into well-funded, progressive, and newly constructed schools, there is still a gap in understanding how existing infrastructure, particularly post-war schools, can be upgraded to support these educational principles. The thesis research proposal seeks to develop a framework for reimagining secondary education by renewing an existing post-war secondary school in the Waterloo Region, Ontario. The proposal aims to support modern educational practices, embracing 21st-century learning, diverse learning styles, and community-based education. To guide this research, three interconnected scales are examined: the classroom, the school building, and the surrounding urban context. The research objectives are to assess the current state and future vision of public education in Ontario, understand the evolving needs of 21st-century learners, and explore how schools can support both student development and community well-being. The research culminates in a set of design guidelines that outline strategies for renewing existing school buildings into inclusive, adaptable, and community-oriented environments that reflect contemporary educational values. The primary guiding questions are: How can post-war secondary schools, originally designed under outdated educational philosophies, be adapted for 21st-century learning? In what ways can spatial design foster a sense of belonging, engagement, and well-being among students? How can the schools establish a closer connection with their surrounding communities?