Gender-inclusive school architecture seeks to design educational environments in which all genders – girls, boys, non-binary, trans and intersex people – are equally considered, feel safe and addressed, and have access to the same spatial opportunities. Drawing on a decolonial, queer and intersectional feminist perspective, this paper analyzes how architectural decisions and spatial configurations can either reinforce or challenge social power relations. Intersectionality provides the analytical lens to understand how discrimination based on gender, body norms, origin or social position operates simultaneously and interactively. This framework highlights the ongoing influence of historical, colonial and normative structures that continue to shape school architecture. The study is grounded in a broad dataset collected between 2021 and 2024. Through qualitative methods such as interviews, drawings, questionnaires and participatory workshops, more than 460 children and adolescents aged 6 to 16 were included across school and extracurricular settings. This mixed-methods approach captures a wide range of spatial needs and experiences. From the analysis, four core dimensions of gender planning in school construction emerged: (1) safety, security and well-being; (2) movement spaces; (3) retreat spaces; and (4) toilets. These dimensions emphasize the tight interrelation between spatial design, participation, visibility, privacy and psychological safety. A European comparison underscores Vienna’s pioneering role in gender-inclusive planning. Building upon Carla Schwaderer’s dissertation „Gender Planning in School Architecture“, a comprehensive guide for gender-inclusive school architecture has been developed. Its principles are reflected in several Austrian best- practice projects, including the Konrad-Lorenz-Gymnasium in Gänserndorf, the NMS Mittelweiherburg in Hard and the Pestalozzi Education Centre in Leoben. Complementary examples from other European contexts broaden the analytical scope: Learning Landscapes in Basel, the Reggio School in Madrid and the TORNHØJ HALL in Aalborg Øst in Denmark. Across Europe, cities and countries pursue different strategies, yet the comparative analysis reveals shared priorities: participatory planning processes, adaptable spatial structures, and safe, inclusive sanitary, movement and retreat areas. These elements form the basis of successful gender-inclusive school construction. The study concludes by reflecting on what can be learned from international examples for future European planning practices and how decolonial and queer-feminist perspectives can be embedded more systematically in architectural practice and educational policy.
Carla Schwaderer (Thu,) studied this question.