 There is no general recipe for schools how they should look like. Most important is that a school starts a discussion internally about the pedagogy and the educational vision. And from their educational aims they have to see what seating arrangements fit with that pedagogy and how they can support their ideals for learning and teaching. In the Netherlands the Werkplaats, close to Utrecht, has recently built a completely new school for secondary education and the same holds for the UCL Academy in London, where they also built a completely new building for their students and teachers. And they both are aligned to their educational vision and the pedagogy, which is mainly on project-based work on authentic tasks in small groups of students supported by their teachers. So if you want to do more project-based work and to enable group work next to self-directed learning and using e-learning you need different kind of spaces than the traditional classrooms. It's of course ideal if you can build a completely new environment, because that enables all your preferences to be built in. But that's of course only possible in the minority of the cases. So much more often schools will adapt their existing school design, their physical spaces. And also in that process it's important to involve different stakeholders and see if we want to do group work then the current furniture does not support that. So we have to look for maybe different furniture or arrange the furniture different in our classrooms. It can also be a bit bigger if a school thinks the classrooms are too small, too limited to do the pedagogy we want. Maybe you can break a wall between rooms. Especially because everyone has its own experience and expertise which he or she brings in into the process. It's important to visualize what we are talking about so that we try to create a shared mental model, a shared idea about what the school building will look like. And we can think about different tools, they can be just simple drawings. It can and also has to be more sophisticated later in the process where we can use software programs like building information modeling, BIM, which enable architects to visualize the building how it looks like. Both schools I just mentioned, so the UCL Academy in London and the Werkplaats built over the Netherlands involved the different stakeholders, the teachers, the students and the managers together with the architects in the design phase. And they also have experienced that this is a challenging process because all have their unique perspectives. In a recent study we also asked those stakeholders specifically in interdisciplinary teams to brainstorm about how this process could best be implemented. So how to participatively design a school building. And we had four groups in each group, an architect, a teacher, a student and an educational designer. And that has resulted in the interdisciplinary model of participatory building design. And this model shows that in the different phases of your building design process you have the different actors, so the different stakeholders, and they all have a different role in each phase. So for example when developing your pedagogy and your educational vision the architect will be less relevant while if you think about how the space will look like the architect are more dominant while in the implementation they get less important again. So it's a dynamic process and that model can be a tool for practice to plan the process and to monitor it as well.