The school in Langenhagen stands out with its clear, functional structure and unique use of space and materials. The exterior walkways surrounding the building are immediately eye-catching. What purpose do they serve, and which model of spatial organization does the secondary school in Langenhagen follow? Is it additive, partially integrated, fully integrated, traditional classroom-plus model, cluster, or open learning landscape?

The year levels at the secondary school in Langenhagen are organized into clusters. This means that each year group forms a learning community where students can work, relax, and learn undisturbed within their cluster. Within the cluster, there are neutral, square-shaped classrooms as well as a naturally lit central zone for movement and presentations.

There are niches for reading, relaxing, or individual work, as well as a computer research area with a library. Teachers are available throughout the school day in a team station belonging to the cluster. Each cluster has its own sanitary facilities and teaching materials, fostering a strong sense of belonging within the learning community.

The exterior walkways fulfill multiple functions: they extend the learning areas outdoors, as each classroom can be opened to the adjoining balcony through a large sliding door. Additionally, the walkways eliminate the need for external sun shading, which simplifies maintenance. Last but not least, they allow for short distances between the learning houses and make it easier to access the courtyard on the roof of the ground floor.

What was the client’s briefing, and how did you engage in discussions with the school community? Which needs and requests were brought to you during the planning phase?

In this case, there was no “Phase 0” for the new school building. However, the school community had already worked intensively on the development of their school and for­mulated an educational concept from which spatial requirements were derived. Our principle is always to engage in dialogue with the school community as early as possible—in this case, immediately after winning the competition. These discussions led to significant replanning, such as relocating the entrance courtyard to create a quiet area away from the street. Such adjustments optimize the use and flow within the school building.

What were your main goals and sources of inspiration for this secondary school in Langenhagen, particularly during the transformative and uncertain period from 2018 to 2022?

Since the early 2010s, we have focused intensively on the transformation of school buildings, sustainable construction, and usage-neutral building typologies. The trans­­­formation in school construction has been revolutionary: older corridor-based school types are no longer suitable for contemporary educational methods. Today’s education must support individual growth and foster students’ self-confidence. Another central aspect was sustainability. For the Langen­hagen building, we used a high proportion of timber construction, which helps reduce the carbon footprint and enables flexible future use.

How can schools be designed to respond flexibly to the technological and social challenges of the coming decades?

Architects and clients bear the responsibility to create usage-neutral floor plans and minimize resource consumption. Our approach is to develop multifunctional spaces that can be flexibly used over the long term.

In Weimar, we are currently building a school where the cafeteria also serves as a music area, and the science area includes a freely accessible student lab. These synergies reduce the need for space and promote sustainable use of school buildings.

You often emphasize that spaces that resonate with and delight people are important. Why is this philosophy relevant in school construction?

The Italian educator Loris Malaguzzi referred to architecture as the “third teacher.” Alongside peers and teachers, the environment plays a crucial role in inspiring a love for learning. Spaces that are functional, encourage communication, and are aesthetically pleasing are valued by users. This not only supports the learning process but also fosters a sense of responsibility for the surroundings.

Why did you choose FLÖTOTTO as a furnishing partner?

Many of the needed furnishings for the multifunctional spaces were not available from traditional school furniture manufacturers.

FLÖTOTTO is an ideal partner because the company has been developing innovative modular systems from sustainable raw materials for decades. Their furniture aligns perfectly with our open-use concept, where a chair can also serve as a table, and shelves can double as seating.

Where do you see the future of school construction, and how can school buildings open up to the community?

The future of school construction will move towards multifunctional, usage-neutral spaces that can also be utilized by the sur­rounding community. In Cologne, we have already realized a project with the Bildungs­landschaft Altstadt Nord (BAN), where school spaces are opened for extracurricular
activities. In the long term, we also need to explore circular economy concepts to minimize the environmental impact of construction.

The question we should be asking ourselves

The crucial question is how much value we, as a society, place on educational archi­tecture. Are we investing enough in education and its buildings, or are we leaving them to profit-driven investors? A societal consensus is needed here to ensure the quality and future viability of our schools.