Applying Ulrich’s Supportive Design Theory (SDT) to Higher Educational Buildings - A Review and Proposal

Abstract

Roger Ulrich's Supportive Design Theory (SDT), initially developed for healthcare settings, focuses on three main principles: perceived control, positive distractions, and social support, which aim to alleviate stress and improve well-being. This paper explores the potential implementation of SDT in higher education buildings, highlighting their effectiveness in educational environments. While healthcare design has conventionally emphasised environments that reduce stress to benefit patient outcomes, the impact of physical environments on students’ well-being and academic success is often underestimated. By reviewing current research, the paper demonstrates how design elements—including controlling the surroundings (perceived control), engaging aesthetic features (positive distractions), and designated areas for interaction (social support)—can alleviate student stress and improve well-being (Scherer & Leshner, 2021). By drawing parallels between students and patients, this study identifies common stressors, such as sensory overload and feelings of isolation, which SDT principles can address in both scenarios. For instance, strategies used in healthcare settings, which focus on spatial autonomy and sensory comfort, can be adapted to the educational sphere by creating versatile learning spaces and quieter environments (Pereira, Catharine and Marcella Savioli Deliberador, 2018). However, the unique challenges of academic life, which often require balancing individual focus with collaborative efforts, may necessitate specific adjustments to the SDT approach. This discussion supports the relevance of SDT by integrating insights from environmental psychology and educational design, suggesting that thoughtfully designed campuses can not only improve academic performance but also support students' mental health.