**4.1 The design**

As the first step of the design process, a need-analysis was conducted by engaging teachers to understand their expectations and necessities. The need analysis involved a wide range of methods including face-to-face conversation, in an online survey, and in an informal focus group in their lounge space. Throughout the processes, the team learned that the current lounge was not used frequently by many teachers due to several reasons (e.g., not an appealing environment, not properly functional amenities like the sink and cupboards, and lacked a sense of permanence with frequent changes in physical location). Based on these current problems and the teachers' needs, three guiding principles and strategies for the new teacher sanctuary were defined: (1) start small, and add more later; (2) build for multiple uses: community, relaxation, eating, and refueling; and (3) accommodate both teachers and teaching support staff.

*"Relaxing lighting, comfortable seating, food preparation [space],[piped-in] music, wall decorations, [a] staff kudos board, places for information to share with staff. So much opportunity!"*

Within the three guiding principles, the team took several considerations for the project: (1) infusing natural light through lamps; (2) creating distinct spaces with

**Figure 9.** *Bruce Vento teacher lounge former Interior condition. (Source: Picture by Author 1)*

*Building Community and Fostering Health and Well-Being through a Collaborative School Based… DOI: http://dx.doi.org/10.5772/intechopen.97525*

partitions; (3) adding a communal table to facilitate communications; (4) maintaining computers in the room for staff needs; (5) creating ample space for meal prep and easy clean up; and (6) improving overall appeal with colored walls and few, but high impact design touches.

After a year, the project was completed during the summer break in 2017. **Figure 10** offers a comprehensive timeline description of the design and implementation process from start to finish. The final solution features a straightforward and functional layout. A central interactive area was a major portion of the space and it opened opportunities for collaborations and communications between teachers, staff and related personnel. At one end of the room, the relaxation space provides a location where teachers sit down and rejuvenate their energy plus motivation (**Figure 11**). For the implementation, Room and Board, a home décor retailer in Golden Valley Minnesota, inspired by the project and its purpose donated furniture to implement the proposed design at the school (**Figure 12**).

#### **4.2 Evaluation**

The school staff and teachers started using the completed space in summer 2017. The design, layout, and overall environment of the new space was different from the previous teacher's lounge. The school started to stock the cupboards with staple items, utensils, and extra coffee machines. According to the feedback from the teachers, they were satisfied with the new space which aligned with the initial project objectives. The teacher sanctuary, like all the initiatives undertaken at Bruce Vento Elementary School, will continue to evolve as users' needs and circumstances change.

After the project, an interview was conducted to learn how the teachers think about the new space. The teachers, especially, thought the redesigned space supports their well-being because it is relaxing with soothing colors, gives peaceful energy to recharge, and provides a comfortable place to get away. They also perceived the new space as welcoming and inviting space to meet their colleagues. There was a comment about cleanliness. The tables are not as dirty as they used to be, and that may be because the attractiveness inspires people to clean up after themselves. One teacher, in particular, mentioned that they used the space as an area to regroup and

#### **Figure 10.**

*The design and implementation process of Bruce Vento teacher sanctuary from 2016 to 2017. The steps are finding the research, engaging school personnel, finding U of M partners, conducting teacher survey and meeting, assessing school resources, creating blueprint, raising fund, revealing room, and ongoing reflection (Source: https://bventoumn.wixsite.com/bvento/calmingroom).*

#### **Figure 11.**

*The Bruce Vento teacher sanctuary proposed design (Source: Drawings by Noah Exum and Abigail Lundstrom).*

**Figure 12.** *The renovation of Teacher sanctuary space (Source: https://bventoumn.wixsite.com/bvento/calmingroom).*

refocus after helping students that are having a hard time. Therefore, there is no doubt that people use the new space to refresh themselves and like the space.

In addition, the teachers also thought the new space supports community building for school staff, mainly because they use the space for various purposes. They used the space as a gathering place, and they liked to see more people in the space, as the space is bigger than the previous staff lounge. In addition, they have a bi-weekly staff treat in the space. The teachers mentioned that as the space has plenty of room to have a nice spread of food, many utensils and supplies, it is a great place to accommodate many staff at once. One teacher said that food is set out in the new lounge, and different staff eat together in the lounge. Another teacher also mentioned that the new space is very nice for substitute teachers to eat or relax during prep time. Based on the teachers' responses, they appreciated the spacious and relaxing space for them.

*"It's a welcoming, calm environment that provides some solace in the midst of a sometimes challenging day. [The new space supports staff community-building because] there's more people, more connections, and higher morale."*

*Building Community and Fostering Health and Well-Being through a Collaborative School Based… DOI: http://dx.doi.org/10.5772/intechopen.97525*
