Amplifying children's voices: Sustainable Development Goals and inclusive design for education and health architecture

PURPOSE

This scoping review advocates for integrated approaches to the architectural design of education and health environments for children and young people, driven by diverse stakeholder perspectives.

RESULT

Limited empirical research specifically focuses on children and young people's direct involvement in architectural design decision-making processes. Few studies specifically include those experiencing communication disability, or articulate universal strategies to facilitate accessible consultation processes. Despite international agreement of the importance of children and young people's participation in decision-making (e.g. Sustainable Development Goals [SDGs]), there is limited application in architectural design consultation. Development of consistent guidance supporting inclusive, accessible co-design processes for all potential users and decision-makers is crucial.

CONCLUSION

It is necessary to integrate perspectives of those habitually marginalised or excluded from consultation processes, including children experiencing communication disability or with alternative communicative preferences. Doing so amplifies the imperatives articulated in the SDGs, specifically those relating to inclusivity and representativeness in decision-making (SDG 16.7), and designing and building inclusive, safe, child and disability-friendly environments (SDG 4a). This article addresses good health and well-being (SDG 3); quality education (SDG 4); sustainable cities and communities (SDG 11); peace, justice and strong institutions (SDG 16).