By Lindsey Coulter

With more than 20 years of architectural experience,��Aaron Jobson, AIA, ALEP, CEO and President��������Quattrocchi Kwok Architects��(�ϰ���), has worked���ɾ��ٳ���numerous school facilities across all grade levels and school types. From f�����������پ������m�����ٱ����planning and new campus development to building transformations and critical modernizations, Jobson brings a wealth of experience and insight to the �鶹������ Editorial Advisory Board.

A founding member of the School Energy Coalition (SEC),��Jobson is also a legislative advocate for energy efficiency measures affecting schools and a leading voice on sustainability. He has written��about Building Information Modeling, sustainable design, community engagement, designing for wellness, and in 2015��was certified as an Accredited Learning Environments Planner (ALEP) by the Association for Learning Environments (A4LE).��

When asked what excites him about the future of K-12 and higher education design, Jobson shared a broad vision of progress. “Teaching is continuing to evolve, and I am excited to see how we can evolve the design of learning environments alongside it,” he said. “At the same time, we are learning more about how the physical environment affects the brain, which will continue to influence design.

Jobson spoke with �鶹������ about finding new design strategies to connect classrooms to nature, to support teachers and students’ well-being and mental health, and why he’s expanded his view of design to include advocacy and policy.

SCN: With more than 20 years in practice, what experiences most shaped your path into school design and firm leadership?�� ��

Jobson: My architectural journey has been deeply influenced by engaging with, learning from, and understanding the perspectives of educators, including my wife and many members of my family. Understanding their experiences has shaped how I think to design spaces. Over two decades of collaborating with educators on various projects has provided me with a broad understanding of how learning and facilities interact. Together, these have informed a deep level of empathy, appreciation, and respect for the work these professionals do, which informs how I approach the design of school facilities. Our goal with every project is to help educators better serve their students and communities. Some of my most impactful and rewarding experiences are when we get the opportunity to hear from students and teachers who are using the facilities we designed and how our work has��impacted��their educational experience.������

SCN: How has working across all grade levels—from��Pre-K��to higher education— influenced your design approach?����������

Jobson: Working across many grade levels and schools in different communities has provided me with a deep understanding of the breadth of challenges that educators face and how school facilities can support them. This work has helped me understand that each school environment is unique and that the best projects start with actively listening to and learning from teachers and community members.������

SCN: As a founding member of the School Energy Coalition, what gaps in policy or practice compelled you to get involved?������

Jobson: Schools are a unique set of energy users, differing from residential or commercial users, which have��particular challenges��and opportunities. Energy laws and programs often��failed��to address the specific needs and requirements of schools. In part, we started the School Energy Coalition (SEC) to provide a voice for schools and their needs in the California state government.��������

SCN: How do you see the architect’s role evolving in legislative advocacy for energy efficiency in schools?�� ��

Jobson: Architects offer valuable��real world��examples of energy efficiency policy, including the costs and challenges of implementation. Over the past decade or so, the landscape of sustainable design, energy efficiency and regulation has changed a lot. Many older strategies focused on energy efficiency are being replaced by��newer approaches��focusing on decarbonization and renewable energy generation and storage. Architects can also help��identify��regulatory roadblocks that make it harder to implement energy efficiency changes.��������

SCN: How has your definition of “good school design” evolved over time?������

Jobson: In general, my definition of��good design��has always been spaces that are beautiful and functional. Over time, I have learned more about the technical aspects of how the quality of space impacts learning through factors such as acoustics, air quality, etc. These factors have become an important aspect of how I think about functional design and what makes a well-designed learning environment.������

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Marylee Mercy,��AIA, NCARB, ALEP, project manager with��Boston-based Studio G Architects, has spent nearly 20 years planning and managing educational spaces. A longtime advocate for inclusivity, accessibility and diversity within the educational design sector, Mercy was recently named president of the New England Chapter of Association for Learning Environments (A4LE).��The position gives Mercy an ideal platform to drive progress in the education design industry. ��

With her professional��focus on neurodiversity, she sees physical environments as a tool to enhance student success, engagement, and collaboration with staff and community. Using her extensive experience and strategic leadership style, Mercy hopes to grow A4LE’s membership while sparking collaboration with fellow organizations to create impactful connections.��

As she embarks on her new leadership role, Mercy spoke with �鶹������ about her professional journey, her goals for the A4LE New England chapter and upcoming school design trends.��

SCN: What led you to focus on designing education spaces? ��

Mercy: I didn’t set out with a plan to specialize in education spaces—it was more that the work found me, and once I was in it, I never wanted to leave. Early in my career, I worked on a few school projects, and I was struck by how deeply meaningful they were. Schools impact entire communities, shape young minds and thus our future, and create environments where kids begin to discover their own potential. Once I discovered I could play a role in making those spaces better, more inspiring and more supportive of all learners, I knew I was exactly where I wanted to be.��

SCN: What continues to excite you about education projects?��

Mercy: Schools are dynamic, evolving spaces, and we are at a moment in time when there are many scientific discoveries being made about how humans learn, enabling us to implement them into our school designs. Every project presents a new puzzle, balancing pedagogy, budget, community priorities, and the ever-changing needs of students and educators. I love the challenge of designing spaces that are joyful and inspiring, but also functional and future ready. The best part of each project is visiting a completed project and seeing kids fully immersed in the space, full of the joy of learning. It will never get old.��

SCN: Have you worked on any recent projects that integrate flexibility, hybridity or biophilic design principles? ��

Mercy: Every project we do incorporates strong biophilic elements, from extensive natural daylighting to the use of natural materials and organic shapes that create a sense of calm and connection to nature. These design choices aren’t just about aesthetics; they have a real impact on student well-being, focus and overall learning outcomes. These spaces are also designed for the administrators and educators to have a great working environment, leading to better satisfaction and retention.����

I’m currently working on a Pre-K-2 elementary that is incorporating a wheelchair-accessible learning stair imbedded into the Media Center. A ramp goes through a tunnel with a variety of sensory experiences, leading up to a broad platform with books, cozy seating, plenty of natural light and a view of a large projection screen. The structure encourages play and exploration, making it flexible, engaging and serving multiple purposes throughout the school day. It fosters collaboration, movement and social interaction, while also being a space for quiet individual learning when needed.����

SCN: In your A4LE New England Chapter leadership role, how do you hope to influence or advance education design in the region? What are your goals and priorities for your tenure? ��

Mercy: My top priority is to strengthen the educational design community of New England. The more ideas we are exposed to, the stronger our designs and the better the schools. This means focusing on school tours, webinars and networking events to build connections. ��

Our chapter is also focused on reaching out to school districts to give them a chance to see modern educational facilities in person. Just in Massachusetts, at any given time, there are dozens of projects that are just starting out, deep into design or construction, or recently completed, and many more [districts that are] looking into the process of updating a school. Some of these districts haven’t built a school in many decades, and the individuals who participated are no longer in office. It can be a daunting experience, made even more difficult by not having a clear picture of the outcome.��

A4LE should be a resource for anyone connected to education, and our chapter’s goal is to strengthen the conversation around innovative and equitable learning environments. Schools should be places where every learner thrives, and that means designing with inclusivity, flexibility and sustainability in mind.��

Through A4LE, I hope to amplify best practices, spark new ideas, and ensure that education design continues evolving in ways that truly serve students, teachers and communities.��

SCN: How has participating in A4LE helped in your own development as a designer of education spaces? ��

Mercy: A4LE has been invaluable. I joined in order to become an Accredited Learning Environment Planner (ALEP) to complement my knowledge and school design skills. The ALEP program teaches about the psychology and science of learning, and best practices for space planning and working with communities. A4LE has given me opportunities to learn from some of the best minds in the field, stay ahead of emerging trends, and collaborate with people who challenge and inspire me. It has reinforced my belief that designing schools is never just about architecture—it’s about community, social impact and shaping our future.��

SCN: What are some of the next big interior design trends in the education space? ��

Mercy: The past decade has seen emphasis on sustainability, flexibility, health and wellness, and 21st century learning. These concepts have moved past trends and have become a necessity in school design. Next, I believe we are going to see a much stronger focus on designing for neurodiversity. Across the country, nearly a quarter of students receive some sort of support services for a broad variety of needs, including motor skills, learning disabilities such as dyslexia or dyspraxia, behavioral challenges, ADHD and autism as well as English language [acquisition]. Designing with neurodiverse learners in mind isn’t just beneficial for some students; it creates a better learning environment for everyone. Any student can benefit from a small, quiet learning area, such as someone who needs a bit of extra help with a math lesson. Incorporating sensory-inclusive environments and Universal Design for Learning and celebrating differences will bring school design to the next level.��

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February marks , bringing awareness to the benefits that CTE offers to students and the opportunities it presents to schools and workforce partners. An estimated are currently enrolled in CTE programs nationwide, where they can acquire training in a variety of trades and earn certifications that offer immediate employment opportunities upon graduation. At the same time, helping students develop skills that are relevant to the careers and industries in their regions can help employers address labor shortages.����

Among recent successful and impactful CTE projects are the Game Development and Design School in North Texas’ Burleson Independent School District (ISD); in Park City, Utah; and the in Houston’s Alief ISD.��

“CTE projects are exciting because they allow (designers) to break away from traditional educational design and create spaces that push the envelope to a new dimension,” said Brandon Ross, AIA, LEED AP, managing partner at the Houston office of national architecture firm . “These spaces add a layer of real-world impact by giving school districts the opportunity to incorporate industry-grade equipment and hands-on learning experiences. The challenge of balancing students’ educational needs with industry standards keeps the design process fresh and innovative.”��

Ross and PBK design CTE centers (including the Alief Center for Advanced Careers) nationwide that mimic the actual workplace, providing students with real-world experience that traditional classroom settings can’t offer. To recognize National CTE Month and the valuable role CTE learning and spaces play in schools and communities, �鶹������ spoke with Ross about designing CTE spaces that can bridge the gap between what students learn in classrooms and the skills required in the workplace.����

SCN: Give that CTE facilities generally include a diversity of spaces, needs, equipment and functions, how do you approach the design/programming process?������

Ross: CTE spaces are more than just classrooms—they are incubators for innovation, skill development, and real-world experience. Designing these facilities with flexibility, industry alignment, and student success in mind ensures that they remain valuable for years to come.��

Unlike traditional K-12 projects, CTE facilities require a wider spectrum of input and engagement from additional user groups to make sure the spaces align with local workforce needs. Collaborating with industry professionals, educators and students in the community is a crucial part of the design process because CTE projects need to prioritize flexible and adaptable spaces that can accommodate multiple uses over time.��

SCN: Do CTE facilities require a different approach when it comes to designing for safety and security?��

Ross: We approach safety and security quite differently for CTE projects because they will see transient visitors due to the community and public access to the programs in these facilities. We create layouts that promote visibility and reduce blind spots. Since these buildings often contain specialized equipment and hazardous materials, we incorporate clear zoning and controlled access points to enhance supervision. Fire safety, ventilation and emergency shutoff systems are also integrated in CTE projects to mitigate the common risks associated with technical training spaces.��

SCN: In places where students are studying careers and trades of the future, how can clients and design teams plan these spaces with future expansion, new technologies and flexibility in mind?������

Ross: This is the most difficult part of designing CTE centers: It’s all about planning for the unpredictable. It’s important to prioritize modular and adaptable spaces that can be easily reconfigured as industry needs evolve. PBK incorporates open lab areas and flexible infrastructure that allow for the seamless integration of emerging technologies. These design strategies ensure that schools can adjust their programs for years to come.��

SCN: What are some other common challenges related to developing CTE spaces?��

Ross: The sheer amount of materials and equipment that come with building CTE spaces can be challenging. CTE centers need more air conditioning circulation and the learning environments themselves must be spread out for safety. There will be a variety of spaces, some small (like a science lab) and others large (like a welding classroom). This variance in volume creates potential structural challenges. Meticulous planning and pulling in industry leaders are key to combating these problems.��

SCN: Do CTE spaces naturally lend themselves to sustainability and efficiency efforts?��

Ross: CTE spaces often present unique opportunities for sustainability. Many programs focus on green technologies, renewable energy and efficient building systems—allowing students to learn about sustainability hands-on. �鶹������ like solar panels, rainwater harvesting and energy-efficient HVAC systems reduce operational costs and serve as educational tools for students studying these industries.��

SCN: How can CTE spaces help uplift entire communities and not just students? Are they generally good investments for school districts?��

Ross: CTE centers are an opportunity for everyone in the community to interact. Many CTE centers offer community access to resources such as job training programs and industry certifications—not only having an impact beyond students but also making them valuable investments for school districts. These programs also create direct pathways to employment, in turn, addressing labor shortages and strengthening the local economy. ��

SCN: Are there any funding strategies, programs or mechanisms that can help schools defray CTE project costs?��

Ross: Partnering with industry leaders is the best way to cut costs for CTE projects. Whether it’s through the donation of physical equipment or donation of time, CTE centers become cost-efficient when they collaborate with the local community. From an automotive group gifting used cars and parts to workforce leaders coming into the classroom and teaching the students themselves, industry support is one of the most influential mechanisms that can help schools defray CTE projects. ��

SCN: Do you anticipate that CTE projects will become more common at the high school level?��

Ross: The appeal of CTE programs is growing rapidly as schools recognize the need to prepare students for in-demand careers. The path to success is not limited to going to a traditional four-year college anymore. I think we will see more communities create space for CTE opportunities reflecting their regional need for labor. There is a strong probability many districts will increasingly offer CTE programs at the high school level to provide students with early exposure to career pathways. As the workforce evolves, CTE spaces will continue to play a crucial role in bridging the gap between what students learn in the classroom and the skills required in the workplace.��

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