Research shows that disruptive forces such as social media use, isolation and bullying, and acute academic pressure correlate with increased anxiety, mood disorders and suicidal thoughts. School environments need to be restorative, respond to the needs of individual students, and facilitate counsel and mentoring by staff and mental health professionals. We will look at how to effectively combat negative sensory factors, developmental mismatch, limited personalization and safety issues, as well as physical and emotional impacts of the COVID-19 pandemic. In partnership with Dallas ISD’s Head of Transformation and Innovation, this session will present research-based design strategies, and personalized learning and hybrid school models as positive innovations that promote mental and emotional health for students and educators.
Angie Gaylord, Deputy Chief over Transformation and Innovation, Dallas ISD
As the Deputy Chief over Transformation and Innovation for Dallas Independent School District, Angie has deep insight into the unique needs and success pathways of varied learner types. Her development of personalized and project-based learning programs and hybrid school models is informed by the mental, emotional and developmental needs of students to ensure each learner reaches their full potential.
Sangeetha Karthik, AIA, LEED AP BD+C, NCIDQ, Associate Principal, Corgan
Sangeetha is an Associate Principal at Corgan and has dedicated her career to the design of educational spaces. Her 20 years of experience in education architecture and commitment to research-based design drives her passion to create spaces that inspire creativity and innovation. Sangeetha guides clients through thoughtful design and planning that foster collaboration, health and wellness among students and educators. Sangeetha received a Master of Interior Design from Savannah College of Art and Design and a Bachelor of Architecture from Anna University in India.
Chloe Hosid, Design Researcher, Corgan
Chloe is a Design Researcher in Corgan’s education studio where she contributes research-based insight and design strategies to K-12 and higher education projects. After earning her Master of Architecture degree from the University of Kansas, she discovered her passion for the altruistic nature of designing spaces for learning. Tapping into a sense of scientific curiosity and her deeply-held interest in the human experience, Chloe decided to continue her own education and pursued a Master of Science degree in Applied Cognition and Neuroscience from the University of Texas at Dallas. Earning this degree has contributed to Chloe’s understanding of the complexities of the human condition and its connection to the built and natural environment – a specialized skillset that she is currently utilizing to promote health, well-being, and cognitive performance for students and teachers in the design of spaces for learning.