By��Lindsey Coulter

Building a new school is often a momentous occasion for a community, offering an opportunity to impact generations of students. Such was the case for Groton, Mass., which celebrated the grand opening of the new 110,000-square-foot Florence Roche Elementary School (FRES) in March. The project supports an innovative approach to learning but also reflects and welcomes the entire Groton community.

FRES, designed by Studio G Architects of Boston, is one of a growing number of schools developed in accordance with Universal Design for Learning (UDL) tenets. The student-centered methodology prioritizes flexible learning environments that offer students multiple ways to engage with their course material and demonstrate their learning, while offering teachers flexibility in how they introduce information and shape lessons. This progressive approach is best delivered in dynamic spaces that offer students and educators room to think big, explore new learning materials and get a little messy.

Community-Minded Design

Bringing UDL to students and teachers at Florence Roche Elementary was one of multiple goals for the project. In addition to better accommodating students’ learning styles, school leaders also wanted to address the previous building’s shortcomings. For example, the old school lacked air conditioning and storage space, the gymnasium was undersized and there was no dedicated 1:1 breakout space for students in need of extra support. Most significantly, however, the building was not big enough to serve the community’s growing student population, forcing the district to send more than 100 students to a neighboring elementary school.

In contrast, the new FRES, which was supported by the Massachusetts School Building Authority, is designed to serve 645 K-4 students. More than just a building, the environment fosters modern, flexible, and inclusive learning while serving as a microcosm of the larger Groton community: A tight-knit town that is proud of its walkable city center and is surrounded by miles of trails and lush woodlands. That sense of civic cohesion and organization provided design inspiration for FRES as well.

��“Every time we design a building, we want it to have a story and organizing principles that help guide the decisions,” said Marylee Mercy, AIA, NCARB, ALEP, project architect at Studio G Architects. “As we got to know the district leaders, we learned that the way the town of Groton is arranged is very meaningful to them.”

As such, the Studio G team organized FRES to include its own “Town Center,” which includes the gymnasium, cafeteria and media center. Playing on the idea of trails, the team integrated pathways off of the central core leading students to areas dedicated to their specific grade levels. The pathways feature graphic abstractions of trees and leaves as well as color-coded trailhead markers and bark-like graphic textures as a nod to the school’s woodsy surroundings. The floor patterns use color to create stepping stones, which increase movement as students hop from square to square. These touches also give each space a sense of meaning within the larger school environment and community environment.

Right School, Right Scale

Studio G worked collaboratively with the Town of Groton, the Groton-Dunstable Regional��School��District, project manager Leftfield Project Management (led by David Saindon, project executive) and construction manager Gilbane (led by Mike O’Brien, senior vice president and business unit leader for Gilbane in Massachusetts) to deliver the complex project.

While it was clear that the school needed more space, school officials were cautious about overbuilding.

“We had to make this large school feel smaller, and the grade-level neighborhoods really accomplished that,” said Meryl Nistler, AIA, LEED AP, WELL AP, NCARB, senior project manager at Studio G. “Students are seeing the same teachers and fellow students every single day, and they’re moving through the building as a group.”

The site, an existing��campus that also includes two middle schools and a community youth center, also informed the design. As FRES specifically serves younger learners, the new building was purposely set back from the street for increased safety, allowing space for the Studio G team to develop a welcoming front plaza flanked by dedicated bus and drop-off lanes.

Incorporating Universal Design for Learning

Studio G was also careful to balance that sense of community with a design that truly supports UDL methodology, which centers on��how learning materials are presented, how students choose to learn, and how they choose to represent their learning.

In seeking a designer for the project, FRES officials, including UDL pioneer Katie Novak, who at the time served as assistant superintendent, specifically sought firms with the ability to incorporate UDL tenets, ensuring that the physical space would meet the diverse needs of all learners and educators. The Studio G Architects team was eager for the creative challenge, watching Novak’s TED Talks, reading her research and diving deep into the methodology to deliver the best possible design solution.

“UDL is much more student focused,” Nistler explained. “For example, if the lesson is on the life cycle of a plant, the teacher might show videos, assign readings or lead small-group work. Then the students might choose to watch the video and then draw a picture of the plant or model it with clay. They have all learned the same material, but they can represent their learning in all these different ways. By being able to see each other’s work, it puts learning on display.”

To support this innovative approach, classrooms feature sinks and open shelves at child height, so teachers can put materials directly within reach of the students. Dedicated project areas that are available to all grade levels open to the main corridor, offering even more space��and flexibility for class projects, messy science experiments or small-group breakout instruction. The first-floor project areas also have direct access to the outdoor learning area.

“Universal design really applies to any grade level, from preschool through higher education, but the younger a child is, the more they learn by experiencing the world, hands-on activities, playing and getting messy,” Mercy said.

Learn more about the design team’s neighborhood approach to spatial organization and how the design welcomes and reflects the Groton community in the .

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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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“The opening of our new campus is a significant milestone in our mission to provide transformative technical and trade education that drives economic growth and generational wealth for our students,” said Dr. Aisha Francis, president and CEO of Franklin Cummings Tech, in a statement. “This facility will stand as a beacon of opportunity in Nubian Square and create an environment that addresses the needs of today’s students while also anticipating the requirements of future educational programs.”��

The new campus, designed by Boston firms Studio G and STUDIO ENÉE and Dellbrook One Way (a joint venture composed of Dellbrook|JKS and the Roxbury-based minority business enterprise, One Way Development), showcases the college’s tenacity to provide high-quality, sustainable technical education for students. The 68,000-square-foot, three-story building houses state-of-the-art facilities, technology and communal areas, reinforcing Franklin Cummings Tech’s commitment to growth and to being a space for collaboration. ��

A rooftop learning lab sits atop the new building, allowing students to directly interact with sustainable practices alongside mechanical and engineering technologies, a move that the college’s leaders hope will prepare students for careers in the green economy. An advanced manufacturing center, exposed MEP systems that double as examples for students, a heat pump installation lab and a ground-level automotive shop that is open to the community are also included in the plans. On theme with sustainability, the project is aspiring to attain LEED Gold certification by using energy-efficient systems and renewable energy sources. ��

“Studio G is incredibly excited to unveil this groundbreaking project that is set to provide Franklin Cummings Tech students with the resources and space they need to excel,” said Sally Gibson, senior project manager at Studio G Architects, in a statement. “Franklin Cummings Tech’s new campus will provide cutting-edge educational facilities while serving as a catalyst for the revitalization of Nubian Square.”��

A graduate of Franklin Cummings Tech, Harry Rodriguez will serve as an assistant project manager and assistant superintendent of the construction throughout his time as a project engineer in Dellbrook|JKS’s Construction Immersion Program.��

“I’m proud to continue my relationship with Franklin Cummings Tech, from walking out its doors as a graduate to framing the doors on the new campus FCT will call home,” said Rodriguez in a statement.��

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