In a thought-provoking study set to be published in 2025 by the International Journal of Educational and Child Psychology (IJEC), researchers J.F.B. Saragih, T.Y.W. Subroto, and Y. Rahmayati delve deeply into the complex relationship between children and their schooling environments. Titled “The Image of School: Children’s Analytical Framework for Understanding the Significance of Places,” this research sheds light on how young learners construct an image of their schools, particularly within the context of a private institution in Tangerang, Indonesia. The implications of these findings are extensive, prompting a reconsideration of how educational spaces can be designed and utilized to foster an environment conducive to learning.
Central to the study is the innovative analytical framework that the researchers developed. This framework serves as a lens through which children’s perceptions of their school and its significance are examined. By utilizing qualitative methodologies, the researchers engaged directly with students, encouraging them to express their thoughts and feelings about their school environments. This direct engagement not only empowered the children to articulate their perspectives but also provided valuable insights into the various factors that contribute to their understanding of place and community.
One of the pivotal elements that emerged from the study is the notion of “school identity.” This concept refers to how students perceive the characteristics and qualities of their school, which can significantly influence their overall experience and emotional well-being. The research reveals that an affirmative school identity is closely linked to students’ academic performance and social interactions. As students navigate their relationships within the school, the physical space itself becomes a character in their educational journey, shaping their aspirations and sense of belonging.
Moreover, the study highlights the importance of the aesthetic aspects of school environments. Elements such as color, design, and the arrangement of spaces play a critical role in how children interact with their surroundings, directly impacting their moods and motivation levels. When a school embraces vibrant, inclusive designs, it communicates a sense of warmth and openness, which can significantly boost children’s engagement and willingness to explore their learning potential.
Cultural context also significantly affects students’ perceptions of their school. In the case of the private school in Tangerang, the researchers found that local cultural values and practices deeply influence how children relate to their educational environment. The interplay between traditional values and contemporary educational practices leads to a unique fusion, making the school a microcosm of broader societal dynamics. This cultural lens is crucial in understanding the nuanced ways children interpret their schools and the impact these interpretations have on their identities.
The research underscores the critical role teachers play in shaping children’s perceptions of their school environments. Engaging educators who are attuned to the emotional and psychological needs of their students can significantly enhance the educational experience. When teachers foster a supportive atmosphere and encourage students to reflect on their feelings about their educational spaces, it can lead to a more profound understanding of place. Consequently, this collaborative relationship aids in forming a more cohesive and supportive learning community.
Notably, the study also addresses the impact of external factors, such as policy and governance, on the school environment. Public and private policy decisions regarding school infrastructure and program development can either enhance or detract from students’ feelings of security and belonging. Thus, the researchers advocate for more mindful policy-making that prioritizes the psychological and emotional dimensions of educational environments.
Technology has also emerged as a significant factor in shaping students’ experiences within school settings. With the advent of digital learning tools and resources, children now navigate hybrid spaces that blend traditional classrooms with digital engagement. This transition necessitates a re-evaluation of how children’s images of school evolve in response to these technological integrations. The study calls for further exploration into the ways technology acts as a facilitator of engagement while also presenting potential challenges regarding distraction and information overload.
When considering the implications of this research, it becomes evident that schools should not be perceived merely as places for academic instruction. Instead, the findings position schools as dynamic ecosystems where children can explore their identities, engage with cultural narratives, and cultivate meaningful relationships with their peers and educators. For policymakers, educators, and administration, this perspective radically transforms how school environments are conceived and designed.
As education systems worldwide grapple with the challenges posed by health crises and shifts in societal expectations, understanding the profound relationship children have with their learning environments becomes increasingly urgent. The insights from Saragih, Subroto, and Rahmayati’s research provide a robust framework for reimagining educational spaces that prioritize student voices, emotional well-being, and cultural relevance.
In conclusion, “The Image of School” serves as a clarion call for educators to reconsider the significance of place in educational settings. By nurturing a more profound engagement with school environments, educators can empower students to foster a deeper appreciation for their learning journeys. The resulting transformation in school culture could lead to enhanced academic outcomes, improved social relationships, and a sense of collective identity within school communities. In an era where education is undergoing profound transformations, such research will be invaluable in guiding the necessary changes toward more holistic and inclusive approaches.
In an age where educational practices are continuously evolving, the study by Saragih, Subroto, and Rahmayati stands as a pivotal contribution to the field. It not only deepens our understanding of children’s perceptions of school but also offers actionable insights for educators, policymakers, and stakeholders. By prioritizing and understanding the nuanced connections between children and their educational environments, we can create learning spaces that not only educate but also inspire and nurture future generations.
Subject of Research: Children’s perceptions and significance of school environments.
Article Title: The Image of School: Children’s Analytical Framework for Understanding the Significance of Places
Article References:
Saragih, J.F.B., Subroto, T.Y.W. & Rahmayati, Y. The Image of School: Children’s Analytical Framework for Understanding the Significance of Places: A Case study in a Private School in Tangerang, Indonesia.
IJEC (2025). https://doi.org/10.1007/s13158-025-00460-2
Image Credits: AI Generated
DOI: https://doi.org/10.1007/s13158-025-00460-2
Keywords: children’s perceptions, school identity, educational environments, cultural context, teacher influence, policy impact, technology in education.
