Engaging the disengaged: investigating the built environment in a secondary FlexiSpace

Abstract The physical space of learning is an essential part of promoting inclusive and supportive learning environments for all students, becoming even more important when students are at risk of educational disengagement and securing future success in life. This article presents findings from a qualitative pilot case study within a Queensland state secondary school in Australia to highlight the teacher voice around elements of the FlexiSpace built environment viewed as valuable in engaging disengaged youth. The interpretivist research approach included teacher reflection journals and semi-structured interviews. Findings illustrate the significance—both positive and negative—of the FlexiSpace built environment on student engagement. Some elements are valued by participants because they facilitate greater flexible, relational, and digital pedagogy—pedagogies positively influencing student engagement. Other elements are not valued—perceived as restricting teaching practice and fostering greater distraction and dysregulation amongst students. The discussion focuses on the impact of flexible configuration and diversity of furniture; the importance of a sense of belonging; and the effectiveness of built elements to catalyse pedagogical flexibility and enhance student-centred learning. Findings from this case study suggest that the physical FlexiSpace built environments alone do not have a positive impact upon student engagement and that school funding in other areas is also crucial. Moreover, investment into education outcomes must be seen as multifaceted including teacher participation within the design process of facilities and collaboration during the initial teaching and learning phase, ensuring pedagogical practice and spatial possibilities match, is critical.