When we picture learning environments, we often imagine classrooms. Desks, whiteboards, instruction, and structured lessons tend to define our understanding of where learning happens. But learning does not begin and end within four walls. Students move, think, process, connect, and regulate throughout the entire school building. One of the most overlooked spaces in that process is the hallway.

Picture a classroom from the early 1900s. Cast-iron desks bolted to the floor. Each seat attached to the writing surface behind it. Students lined up in rows, facing forward, hands folded, eyes on the teacher. In these spaces, students were not seen as individual learners. They were treated as identical parts of a whole, expected to move in sync, think alike, and follow a single path through education...

In today's learning environments, it is more important than ever to acknowledge the diverse needs of learners. Neurodiversity challenges the traditional model of education that treats all students as if they learn in the same way. It means seeing each learner not as a diagnosis or a set of challenges, but as an individual with unique strengths, needs, and ways of engaging with the world. When educators shift their mindset in this way, they create space for deeper connection, stronger engagement, and meaningful growth for every student.

Inclusive education isn’t just a teaching method. It is a mindset rooted in the belief that every student deserves access to high-quality learning, no matter their background, identity, or ability. When we build environments that support all learners, we’re not only meeting their academic needs but also contributing to more compassionate and equitable communities.

The term neurodiversity was first coined by Australian sociologist Judy Singer in the late 1990s. It refers to the natural variation in human brain function and cognition, including differences in learning, attention, mood, socialization, and communication. Conditions such as autism, ADHD, dyslexia, dyscalculia, dyspraxia, and Tourette syndrome all fall under the broader umbrella of neurodivergence.

Recently, I visited an elementary school just outside of Sacramento, specifically a third-grade classroom that had just received updated furniture. Along with the Fōmcore pieces, there was other flexible furniture—desks and chairs—all highly modular and easily movable within the space. I was there to observe and see how the furniture supported the students.

In today’s educational landscape, the importance of creating spaces that foster belonging has become increasingly clear. A sense of belonging is not just a “nice-to-have”; it is a foundational element for student success. Research consistently shows that when students feel they belong, they are more engaged, more motivated, and achieve better outcomes academically and socially.

Welcome to "Inside the Install" at General Shafter Elementary, where we delve into the transformation of the school's media center, known as "The Bobcat Den." This redesigned space is crafted to ignite curiosity and enhance the love of learning. With natural design elements, a variety of seating options, and innovative features like a book vending machine, The Bobcat Den is not just a room, but a hub of exploration and discovery.

We are excited to celebrate Carrie Bernstein, the winner of the Fōmcore Design Challenge, for her innovative design proposal aimed at transforming a middle school wellness center within the Oakland Unified School District. As a Senior Interior Designer Team Lead at MeTEOR Education, Carrie has skillfully envisioned a space that transcends traditional aesthetics to deeply address the emotional and sensory needs of students.