Educational space is important, having some direct but many indirect effects on teaching and learning (see Stadler-Altmann 2015; Rittelmeyer 2013; Blackmore et al 2011; Higgins et al 2005). For example students’ and teachers’ wellbeing in school buildings and classrooms affects learning (Earthman 1999; Tanner & Langford 2002), as does the social climate in class (see Stadler-Altmann 2013). The design and organisation of the learning environment will facilitate some pedagogical approaches while hindering others (Sigurðardóttir & Hjartson,2011; Horne Martin, 2002) and is therefore an important factor for successful teaching and learning.

Research in this area of education is noted as limited, however, and also difficult to synthesize because it is unavoidably cross-disciplinary.  In addition, much research that focuses on the physical spaces of education takes the perspective of the teacher or primarily studies teaching practices.
Learner perspectives are less usually included in such work. Conversely, research beginning from the learner viewpoint, including recent work with a  'student voice' ethos, tends to consider the physical school setting only incidentally. The exceptions to this tendency that exist (e.g. Flutter, 2006) suggest the benefits of specifically investigating the physical spaces of education from the perspective of the learners. Furthermore, work with a participatory ethos within architecture and design makes clear the necessity of including the understandings and experiences of users in any attempt to develop space (Blundell/Petrescu/Till 2005;Woolner 2015).

In this symposium we discuss students' views of learning environments: school building, classroom space and schoolyard. This inclusion of formal and informal spaces, indoors and out arises directly from taking a student's perspective since all these places will contribute to the learning environment of school as experienced by the student. We try to draw a European comparison between studies from Germany, Portugal, England and Iceland. Our discussant comments on our findings from the perspective of school development through understanding and improving the physical environment.

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