Beyond the portable classroom: investigating portable classrooms from secondary sources and reframing spatial needs in Canadian schools
Abstract
Despite the prevalence of portable classrooms in Canadian schools, research on their characteristics, utilization, and effects is limited. This study investigates portable classrooms in Canada through a two-stage research approach. First, it explored news articles to identify common concerns about portable classrooms in Canada. The dataset comprises 243 news articles. The analysis revealed three overarching concerns about these structures: 1) The factors that lead school districts to use portable classrooms; 2) Safety and comfort in portable classrooms; 3) Strategies to alleviate accommodation issues. Then, Nair’s (2014) principles of contemporary school design were used to critically interrogate the utilization of portable classrooms. The analysis highlighted the spatial characteristics and limitations of these structures. The study recommends improved funding and enhanced planning for schooling demand. It is suggested the design of new schools should consider more flexible modular structures that embody a clear pedagogical intentionality and promote the integration of surrounding communities.