How Can Transit on and Social Spaces in Secondary Schools Be Designed to Support the Physical and Emotional Needs of Adolescents Dealing with the Challenges of Navigating a New Learning Environment? Part 1 Dissertation 2025 Bea Gould University of Hertfordshire | UK This research explores the role of architectural design in supporting the physical and emotional needs of adolescents during their transition from primary to secondary school, with a particular focus on the design of transition and social spaces.In many traditional secondary schools within the UK, these areas are underdeveloped or neglected, failing to provide the necessary break from the demands of the classroom, furthermore, examining how the complex setting can overwhelm students, making it difficult for them to navigate the physical and social landscape of their new school environment. It also seeks to explore this within a greater urban context.This dissertation proposes that prioritising accessible and functional transition and social spaces in secondary schools is essential for supporting students during this challenging period. By creating environments that facilitate movement, promote social connection, and provide opportunities for physical activity and relaxation, designers can contribute to the emotional resilience of adolescents and help ease their transition into secondary school. The design of these spaces has the key potential to enhance student’s overall school experience and foster their growth and development during this critical phase of life. Tutor(s) Giuseppina Giuffrida