Mr. K.C. Kailasam - 18 Aug 2026
A school building can tick every box on a compliance checklist and still work poorly on a Monday morning. Corridors turn into bottlenecks between periods. A teacher loses sight of half the class because a storage cupboard blocks the view. A library gets built to specification but nobody wants to sit in it because the lighting is wrong and the acoustics carry every whisper from the next room. None of this shows up in an area statement or a floor plan approval. It shows up in how the building is actually used, day after day, by children and staff. School interior design is the layer that sits between the constructed building and the daily life inside it: teaching, supervision, movement between classes, group work, storage of everything from art supplies to lab equipment, and the growing use of screens and devices in the classroom. Getting this layer right does not require a bigger budget than getting it wrong. It requires planning decisions to be made with an understanding of how a school actually runs. This guide walks through why interior design matters for schools, the core planning principles, space-by-space ideas, how requirements change by school type and board, a step-by-step project process, and the common mistakes worth avoiding. R Space, a Coimbatore-based interior design and manufacturing firm working across educational and commercial spaces, has drawn on its work in educational interior design services to put this together for school owners, principals and facility managers actually planning a project. A school’s built-up area is fixed once construction is complete, but how that area gets used is a design decision, not a given. Two schools with identical floor plates can seat noticeably different numbers of students comfortably, simply because one has planned circulation widths, storage, and furniture footprints with more care. Wasted corners, oversized administrative areas, and classrooms shaped for furniture that does not fit well are common ways usable teaching areas get lost. Teachers move constantly between rows of desks, storage shelves, the board, and individual students needing help. A classroom laid out for this movement lets a teacher reach every child within a few steps. A classroom laid out purely to maximise seat count forces teachers into narrow gaps and long walks around fixed furniture, which slows down everyday teaching tasks that have nothing to do with lesson planning. Sightlines matter in a school in a way they rarely matter in an office. A teacher at the front of a classroom needs to see every student without obstruction. A corridor monitor needs to see both ends of a passage. Storage units, pillars, and poorly placed partitions that block these sightlines create blind spots where supervision quietly breaks down, even in schools that otherwise follow every safety norm. Ramps, adequate corridor widths, accessible toilets, and furniture that accommodates a range of physical needs are good design practice for every school, not an optional add on for schools with currently enrolled students who need them. Retrofitting accessibility after construction is consistently more disruptive and more expensive than planning for it from the first floor plan. For most parents, the first physical impression of a school comes from a walk through the reception, corridors, and a classroom or two during an admission visit. A school that feels organised, well-lit, and calm communicates something about how it is run, independent of what the prospectus says. This is a genuine, practical reason schools invest in interior design, separate from any claim about how it affects results in the classroom. Space planning starts with an honest space list: how many classrooms of what size, how many specialist rooms, how much circulation and storage, matched against the actual site and building envelope available. A common example is a school that wants twelve classrooms of 500 square feet each but has a floor plate that comfortably fits ten at that size with proper corridors. Space planning surfaces this conflict early, when the fix is a floor plan revision, rather than after construction, when the fix is much harder. Zoning groups spaces by how loud, how quiet, how public, or how specialised they are, so that a science lab is not sandwiched between two exam-focused classrooms and a noisy activity room is not next to the counselling office. A well-zoned school typically separates academic blocks from administrative and public-facing areas, and keeps high-noise zones like music rooms or playgrounds away from spaces that need concentration. Flexible spaces use furniture on castors, folding partitions, or movable storage so that one room can support a lecture-style class in the morning and a group project session in the afternoon. A multipurpose room with stackable chairs and foldable tables that converts between an assembly space and an activity room is a concrete version of this, rather than a fixed-format room that only ever does one thing well. Circulation is the width and layout of corridors, staircases, and doorways relative to how many students move through them and how often. A school with 40 students per section moving between periods every 40 minutes needs wider corridors and better-placed staircases than a school with fewer, longer periods. Congestion at a single staircase during a class change is usually a circulation planning gap, not a discipline problem. This principle applies furniture layout and sightline planning specifically to the teaching moment: a horseshoe or cluster seating arrangement, for instance, lets a teacher see every student’s face at once, which a strict row layout with a teacher permanently at the front does not achieve in the same way for students seated furthest back. Furniture sized for the wrong age group is one of the most common and most fixable interior design problems in Indian schools. A Class 2 student at a desk sized for Class 8 will sit with feet dangling and shoulders hunched for an entire academic year. Ergonomic furniture is sized to specific age bands, typically in at least three or four size tiers across a K-12 school, rather than one standard desk and chair size used everywhere. Good classroom lighting combines daylight from well-placed windows with even artificial lighting that avoids glare on whiteboards and screens. A classroom lit only from one side creates strong shadows across desks on the far wall, which is a common and avoidable design oversight rather than an unavoidable feature of the building’s orientation. Acoustic treatment matters most where speech clarity is essential, such as classrooms and libraries, and where noise needs to be contained, such as music rooms and activity spaces. A classroom next to a busy corridor without any acoustic buffering, like a lobby, storage wall, or acoustic panelling, will consistently have students at the back straining to hear the teacher over hallway noise. Cross ventilation, ceiling height, and fan or air conditioning placement affect how usable a classroom is for a full school day, particularly in warmer regions. A classroom with windows on only one wall and no ceiling fans placed to cover the full room will have noticeably hotter and stuffier zones by early afternoon, even if the total window area meets code. Storage that is planned into the room, rather than added afterward as loose cupboards blocking a wall or sightline, keeps teaching space clear and keeps sightlines intact. A classroom with built-in low-height storage along one wall, sized for the age group’s books and supplies, uses far less floor area than the same storage capacity provided as freestanding cupboards. Safety in interior design covers fire egress paths kept clear of furniture, rounded furniture edges in younger age-group classrooms, non-slip flooring in wet areas like labs and washrooms, and electrical points placed and covered appropriately for the age group using the room. These are design decisions made at the layout and furniture specification stage, not just building-code checklist items. At the interior design stage, accessibility means corridor and doorway widths that accommodate a wheelchair, ramps with the correct gradient and handrails where floor levels change, and at least some furniture in each classroom that can be adjusted or is height-appropriate for a student using mobility aids. India’s Rights of Persons with Disabilities Act, 2016 sets out accessibility standards for public buildings generally, and schools designing corridors, ramps, and toilets do well to design against this framework from the outset rather than retrofitting later. Technology integration at the design stage means planning power points, data cabling, and screen mounting locations into the room layout before furniture and finishes are finalised, rather than running cables along skirting after the fact. A classroom designed with a smart board wall, nearby power points, and a teacher desk positioned to use both the board and a laptop comfortably works noticeably better day to day than the same classroom with a projector added on later. Purpose: The classroom is where most instructional time happens, so its layout has to support one teacher managing full attention and clear sightlines across the room. Planning: Standard classrooms benefit from a rectangular or near-square footprint that keeps every seat within reasonable sight and hearing distance of the teaching wall. Furniture: Desks and chairs should be available in at least a few size tiers matched to age groups, with lightweight designs that can be rearranged for group work. Movement: Aisles wide enough for a teacher and a student to pass comfortably, typically maintained on at least two sides of the room, keep supervision easy during independent work. Storage: Built-in low shelving along one wall keeps books and supplies accessible without eating into floor space needed for movement. Purpose: Smart classrooms add interactive display technology to the standard classroom, so planning has to account for both teaching flow and technology use at the same time. Planning: The interactive board or screen typically replaces or sits alongside the traditional teaching wall, so seating rows need to angle slightly toward it rather than sit at a fixed 90-degree grid if the room is wide. Furniture: A teacher’s workstation near the display, with a secure and ventilated space for the display driver or CPU, avoids loose cabling across the floor. Technology: Power and data points near the display wall, planned before flooring and furniture are finalised, prevent surface-mounted cable trunking that ages badly. Purpose: A school library now functions as a reading space, a research space, and increasingly a digital learning space, so it needs zones for each rather than one undivided reading hall. Planning: Separating a quiet reading zone from a group discussion or digital zone with low partitions or shelving lets both activities happen without conflict. Furniture: Adjustable, adaptable shelving that can grow with the collection, combined with a mix of individual reading seats and small group tables, serves a wider range of student use than uniform long reading tables alone. Lighting: Even glare-free lighting over reading areas matters more here than in most other rooms, since reading is the primary activity for extended periods. Storage: Return and processing areas near the entrance keep book circulation efficient without disrupting the reading zones. Purpose: Labs need to support demonstration, individual or paired practical work, and safe storage of chemicals and equipment, often for multiple science subjects in one composite room at the secondary level. Planning: A demonstration bench visible from every student workstation, combined with clear aisles between work benches for teacher movement during practicals, is central to lab usability. Furniture: Chemical-resistant work surfaces, fixed water and gas points where required, and stools that suit standing and seated practical work are standard specification items. Safety: Fire extinguishers, eyewash points, and clearly marked emergency exits are non-negotiable in any functioning lab, and their locations need to be planned into the layout, not added as an afterthought once furniture is placed. Storage: Lockable, ventilated storage for chemicals, separated from general lab storage, is required both for safety and for most board inspection checklists. Purpose: Computer labs need to balance individual screen-based work with a teacher’s ability to see every screen at once during instruction. Planning: U-shaped or perimeter seating arrangements, with the teacher able to see all monitors from a central position, work better for supervision than rows facing only forward. Furniture: Desks sized to hold a monitor, keyboard, and workspace without cramping, along with proper cable management under desks, reduce both clutter and trip hazards. Technology: Adequate power points at every workstation and structured cabling planned before furniture placement prevent the tangle of extension boards that shows up in retrofitted labs. Purpose: These rooms need to absorb noise, mess, and movement in ways a standard classroom is not built for. Planning: Locating activity and music rooms away from exam-focused classrooms in the zoning plan reduces noise conflict for both sides. Furniture: Washable, durable surfaces and mobile storage for art supplies or instruments let the room reset quickly between sessions. Acoustics: Sound-absorbing wall or ceiling treatment in music rooms specifically prevents noise from carrying into adjacent teaching spaces. Purpose: Administration spaces need to support day-to-day school operations, from admissions paperwork to staff coordination, while remaining approachable to visiting parents. Planning: Placing administration near the main entrance, with clear visual separation between visitor-facing counters and internal working areas, keeps operations efficient without compromising privacy for staff. Furniture: Task appropriate desks, secure filing storage for student records, and comfortable seating for waiting parents are the core requirements. Purpose: Reception is usually a family’s first physical experience of the school, so it carries weight beyond its small footprint. Planning: A clear sightline from the reception desk to the entrance, along with visitor seating that does not block circulation, supports both security and comfort. Furniture: A welcoming but durable material palette, since reception furniture sees continuous daily use, holds up better over years than purely decorative choices. Purpose: Staff rooms need to support focused lesson preparation, informal collaboration between teachers, and short breaks, often at the same time. Planning: Zoning a quiet work corner separately from a shared seating or tea area within the same room lets both uses coexist. Furniture: Individual storage lockers for each teacher’s materials, alongside shared work tables, reduce clutter that otherwise accumulates on shared surfaces. Purpose: Corridors are circulation space first, but in most Indian schools they also double as display space for student work and wayfinding. Planning: Keeping corridor width proportionate to the number of students using it during class-change periods, and avoiding recessed doorways that create blind corners, are the two decisions with the biggest safety impact. Safety: Non-slip flooring and clear, unobstructed fire exit paths along corridors are standard requirements that interior design has to respect rather than compromise for the sake of display or seating additions. Purpose: Dining areas need to move large numbers of students through a meal period efficiently, without becoming as noisy or chaotic as the volume of students might suggest. Planning: A one-directional flow from serving counter to seating to exit, rather than crossing paths, reduces congestion at meal times. Furniture: Durable, easy-to-clean tables and seating, often fixed or semi-fixed to withstand daily heavy use, are standard for institutional dining. Safety: Non-slip flooring near serving counters, where spills are common, is a specific and frequently overlooked requirement. Purpose: A counselling room needs to feel private and calm, distinct in tone from the rest of the school. Planning: Locating the counselling room away from high-traffic corridors and noisy classrooms, with sound-insulated walls or a door that closes fully, protects the privacy the space is meant to offer. Furniture: Comfortable, informal seating rather than a desk-and-chair arrangement helps set a different tone from a classroom or administrative meeting. Purpose: Outdoor spaces increasingly serve as extensions of the classroom for activity-based and experiential learning, alongside their traditional role in sport and recreation. Planning: Shaded seating areas, defined activity zones, and safe surfacing under any play equipment are core planning considerations. Safety: Boundary definition between outdoor learning zones and vehicle or service access paths on campus prevents a common and serious safety gap. CBSE’s affiliation bye-laws specify that classrooms should measure at least 8 metres by 6 metres, or approximately 500 square feet, and that science laboratories should measure at least 9 metres by 6 metres, or approximately 600 square feet, fully equipped for practical work. These figures directly shape classroom and lab planning for any school seeking or renewing CBSE affiliation, and the board has also revised its rules to cap the number of sections a school can run based on available built-up area, specifically to address overcrowding. Because CBSE periodically revises these bye-laws, schools planning new construction or affiliation renewal should confirm the current requirements directly on cbse.gov.in before finalising any layout. CISCE’s own affiliation documentation calls for classrooms that are spacious enough for the school’s student-teacher ratio, well ventilated, and well lit with natural light, alongside separate, adequately equipped laboratories for physics, chemistry, biology, and computer studies, and a properly stocked and staffed library. As with CBSE, schools should verify current classroom and facility area requirements directly with CISCE before finalising construction, since affiliation documentation is updated periodically. Both boards confirm exact current norms only through their own affiliation documentation, so this table should be treated as a planning starting point rather than a substitute for checking cbse.gov.in or cisce.org directly. International schools, particularly those following IB or Cambridge curricula, tend to plan more flexible, project-based learning spaces than a standard CBSE or ICSE classroom layout, with movable furniture, breakout areas adjoining classrooms and a stronger emphasis on collaborative zones within the main teaching space rather than only in specialist rooms. Play school interiors work at a much smaller physical scale than a primary or secondary school. Low, rounded furniture, soft flooring, low shelving that children can reach independently, and clear sightlines for staff supervising very young children across an open activity floor are the priorities, ahead of anything related to exam preparation or formal seating rows. Kindergarten spaces sit between play school and formal primary classrooms in their design brief. Colour, texture, and a mix of individual and group activity zones support early literacy and numeracy activities, while furniture sizing and safety edges remain closer to play school standards than to a Class 3 classroom. Montessori interiors follow a distinct Teaching based logic. Low, open shelving displays learning materials at a child’s eye level and reach, rather than storing them in closed cupboards, so children can select and return activities independently. Furniture is typically arranged in flexible floor zones rather than fixed rows, supporting the self-directed, mixed-activity structure of a Montessori classroom session. R Space by Royal Furnitures, has worked from Coimbatore for over three decades, with an additional office in Erode, and holds ISO 9001 and ISO 14001 certification. Educational institutions are handled through a dedicated vertical alongside the company’s home, retail, office, and turnkey verticals, which keeps school projects staffed by a team familiar with how schools function rather than treated as a generic commercial fit-out. The company’s in-house manufacturing capability is relevant to several of the planning principles covered earlier in this article. Because furniture is manufactured rather than sourced off a catalogue, it can be produced to specific age-group ergonomics, which speaks directly to the furniture and ergonomics point made earlier, and to a school’s need for future flexibility as enrolment or space use changes. R Space’s project process follows defined stages from concept through execution and handover, with an in-house team of project coordinators carrying a project through rather than passing it between separate vendors for design, furniture, and execution. A new school project starts with a clean slate: the floor plan, structure, and services can all be designed around the space list from the outset. Renovation projects work within an existing structure, which usually means some compromise between the ideal layout and what the building can actually support without major structural change. Phased or partial renovation is a genuine, workable strategy for schools operating on a limited budget. Rather than renovating the entire campus in one cycle, a school can prioritise the highest-impact areas first, such as classrooms and labs, and address administrative or common areas in a later phase. This spreads cost across multiple years without leaving the school non-functional during the work. Because Indian schools operate on a fixed academic calendar, structural work is generally confined to the vacation window between academic years. This constraint shapes almost every sequencing decision in a renovation project: work that cannot be completed within the vacation period either has to be scoped down, phased across multiple vacations, or planned around active classroom use with strict noise and access controls, which is considerably harder to execute well. Reusing existing furniture versus replacing it fully is a budget decision as much as a design one. Furniture in reasonable structural condition can sometimes be refinished or reupholstered rather than replaced, while furniture that no longer matches current age-group ergonomics or safety standards is usually better replaced outright. A firm offering turnkey interior design solutions can help assess this room by room rather than applying one blanket decision across an entire campus. Appearance-only design: Choosing finishes and furniture purely for visual appeal, without testing them against daily classroom use, leads to surfaces that scratch, stain, or wear out within a year or two. The fix is specifying materials and furniture rated for institutional, high-frequency use from the start. Ignored circulation: Skipping detailed circulation planning results in bottlenecks at staircases and doorways during class changes, which in turn creates safety risk during emergency evacuation. The fix is mapping peak movement patterns during the planning stage, not after the building is occupied. Overcrowded classrooms: Fitting more desks into a room than its size comfortably supports reduces both teacher mobility and student comfort, and can put a school outside board norms on classroom capacity. The fix is sizing classroom capacity to the room’s actual dimensions, not to the maximum number of desks that can physically be squeezed in. Age-mismatched furniture: Using one standard furniture size across all grades leaves younger students uncomfortable and older students cramped. The fix is specifying furniture in multiple size tiers matched to age bands across the school. Insufficient storage: Underplanning storage forces loose furniture and boxes into classrooms and corridors later, which then blocks sightlines and circulation. The fix is including built-in storage in the original room design, sized to the room’s actual use. Poor acoustics: Skipping acoustic treatment in classrooms near corridors or busy roads results in students at the back struggling to hear over ambient noise. The fix is adding acoustic panelling, buffer zones, or denser partition walls at the design stage. Visual clutter: Overloading walls and surfaces with decorative or informational material past the point of usefulness makes it harder for students to focus, and makes the room harder to keep clean. The fix is planning designated, sized display zones rather than leaving wall space open to accumulate content indefinitely. Poor lighting: Relying only on ceiling lights without accounting for daylight direction and window placement creates glare on whiteboards or dim zones at the back of the room. The fix is a lighting plan that combines daylight analysis with artificial lighting layout before fittings are finalised. Ignored accessibility: Treating accessibility as an optional extra rather than a base requirement results in ramps, doorways, or toilets that need to be retrofitted at much higher cost later. The fix is designing accessible routes and facilities into the original layout. Poor supervision sightlines. Placing storage units, pillars, or partitions where they block a teacher’s or supervisor’s view creates blind spots that undermine safety. The fix is checking sightlines from key supervision points during the layout stage, before furniture placement is finalised. Technology bolted on late: Adding smart boards, projectors, or computer infrastructure after a room’s electrical and furniture layout is finished results in visible surface cabling and awkward furniture positioning. The fix is planning technology requirements alongside furniture and electrical layout from the start. Wrong materials for institutional use: Specifying residential grade flooring, laminates, or fittings in a school leads to premature wear given the volume of daily foot traffic and use. The fix is specifying materials rated for institutional or commercial use, even where the unit cost is higher. No maintenance plan: Finishing a project without a maintenance plan for furniture, flooring, and fittings means normal wear turns into costly full replacement sooner than necessary. The fix is agreeing a basic maintenance schedule with the design or execution team at handover. No future flexibility: Building fixed, single-purpose rooms and furniture leaves a school with limited options if enrolment grows or teaching methods shift. The fix is specifying modular furniture and multipurpose rooms wherever the budget allows. Flexible and modular furniture, on castors or with foldable elements, lets a single room serve more than one teaching format without a renovation project every time pedagogy changes. Planning power and data infrastructure ahead of immediate need, rather than exactly matching current requirements, avoids a repeat of the retrofitting problem many schools face today. According to Ministry of Education data cited in Economic Survey 2024-25 reporting, the share of Indian schools with computer access rose from 38.5 percent in 2019-20 to 57.2 percent in 2023-24, and schools with internet access rose from 22.3 percent to 53.9 percent over the same period. This pace of change means schools designing today should plan electrical and data capacity for a level of technology use well beyond what the school currently has, since infrastructure is far cheaper to build in at the construction stage than to add later. Multi-purpose rooms designed to absorb shifts in teaching methods , including the more experiential, skill based approach recommended under the National Education Policy 2020, give a school room to change its teaching methods without a full interior renovation each time. Durable, low-maintenance materials cost more upfront in most cases, but the argument for them is a cost over time one: a laminate or flooring rated for institutional traffic that lasts a decade without replacement is usually cheaper across that period than a lower-grade material replaced every two or three years. There is no single fixed number for school interior design, because cost depends on a combination of factors specific to each project rather than on square footage alone. The main cost drivers include: Overall project size and total built-up area Number of classrooms and specialist rooms required School type and board, since lab and library requirements vary Level of furniture customization versus standard catalogue furniture Scope of laboratory and library fit-out Extent of technology integration, from basic power points to full smart classroom setups Flooring material and grade selected Ceiling treatment, including any acoustic or false ceiling work Acoustic treatment in specific rooms like labs, music rooms, and libraries Complexity of renovation work versus new construction Location, which affects both material transport and labour costs Two schools with an identical built-up area can end up with very different project costs, because the mix of specialist spaces, furniture customization, and finish quality behind that same area can differ substantially. A school with six standard classrooms and one shared lab will cost less to fit out than a school with the same total area split across smaller classrooms, a dedicated computer lab, and a fully equipped science lab, even though both projects occupy the same number of square feet. Note: CBSE and CISCE infrastructure norms are periodically revised. Schools planning new construction or affiliation should confirm current requirements directly with the respective board before finalising any layout. School interior design covers space planning, classroom and specialist room layout, furniture selection or manufacturing, lighting, acoustics, storage design, safety and accessibility detailing, and technology integration, from concept drawings through to execution and handover. Built-in, low-height storage along one wall, lightweight furniture that can be rearranged, and a single clear teaching wall free of obstructions typically make the biggest difference in a small classroom without requiring structural change. Furniture should be sized to the specific age group using the room, lightweight enough to rearrange for group work where needed, and specified in institutional-grade materials that hold up to daily use across a full academic year. Montessori classrooms use low, open shelving at a child’s eye level so materials can be selected and returned independently, and are arranged in flexible activity zones rather than fixed rows, unlike a standard classroom built around a single teaching wall. Classroom and lab sizes need to meet CBSE’s affiliation bye-laws, currently around 500 square feet for classrooms and 600 square feet for science labs, and section counts now need to stay within limits tied to the school’s total built-up area. CBSE’s bye-laws specify fixed minimum classroom and lab dimensions and cap section numbers by built-up area, while CISCE’s documentation describes classrooms as needing to be spacious and well lit for the approved student-teacher ratio, without one universal fixed figure published for every space. Renovation planning needs to work around the existing structure, sequence major work within the academic vacation window, and make room-by-room decisions on reusing versus replacing existing furniture based on its condition and current ergonomic standards. Accessible design includes ramps with correct gradients and handrails, corridor and doorway widths that accommodate wheelchairs, accessible toilets, and at least some height-adjustable or accessible furniture in each classroom, planned from the layout stage rather than added later. Cost is driven by project size, number of specialist rooms, furniture customization level, technology integration scope, material and finish grade, and whether the project is new construction or renovation, rather than by built-up area alone.Why School Interior Design Matters
Space Utilization
Teacher Efficiency
Supervision and Safety
Accessibility
School Identity at Admission Time
Key Principles of Effective School Interior Design
Space Planning
Functional Zoning
Flexible Learning Spaces
Student Movement and Circulation
Teacher Visibility and Supervision
Furniture and Ergonomics
Lighting
Acoustics
Ventilation and Thermal Comfort
Storage
Safety
Accessibility
Technology Integration
School Interior Design Ideas for Different Learning Spaces
Classrooms
Smart Classrooms
Libraries
Science Laboratories
Computer Laboratories
Activity Rooms, Art & Music Rooms
Administration Offices
Reception
Staff Rooms
Corridors
Cafeteria and Dining Areas
Counselling Spaces
Outdoor Learning Areas
Interior Design by School Type
CBSE School Interior Design
ICSE School Interior Design
CBSE vs CISCE: A Quick Comparison
International School Interior Design
Play School Interior Design
Kindergarten Interior Design
Montessori School Interior Design
How R Space Approaches Educational Interior Design
New Schools vs Existing School Renovation
Common School Interior Design Mistakes to Avoid
Building a Future-Ready Learning Environment
How Much Does School Interior Design Cost?
Frequently Asked Questions
What is included in school interior design?
How should a small classroom be made more functional?
What furniture is suitable for school classrooms?
How is Montessori interior design different from a regular classroom?
What should be considered when designing a CBSE school?
What is the difference between CBSE and ICSE infrastructure norms?
What should be considered when renovating an existing school?
How should school interiors accommodate accessibility?
What factors affect school interior design cost?