It could be said that the learning environment is just as important as the teaching practices within them.

Burke (2005) believes school buildings are not empty vessels in that they contain various spaces and furniture alongside outdoor areas which all join together to form the experience of school and education

The design of the school building also influences many practices within the learning environment

Robson believes that there is a link between effective teaching and the health and well-being of pupils

Open air schools became a popular movement in the 19th century as many decided that fresh air and learning in a natural environment of gardens is important to the emotional health and well-being of young children

Malaguzzi setup a group of preschools in Reggio Emilia Italy with the aim of the community parents and children becoming active participants in the learning process

The emphasis is placed on daily life reflecting intergenerational activities in which both children and adults can engage on an equal level. Vecchi (2010) states the importance of it not being “babyish” and therefore it reflects adult life in its design and layout

Learning and the emotional health and well-being of pupils in the school environment is also influenced by the everyday practices surrounding school life

One essential everyday practice in all schools is the consumption of food

The packed lunch seems to be a combination of social contexts from the home, which is eaten within the cultural context of the school

School uniforms are arguably in between official and informal narratives of school life

School councils are one way children can get their voices and opinions heard