Which living and learning spaces promote the optimal growth of children? How must such a space be socially designed? Are there spatial conditions that are obstructive or even harmful to child development? And: What contribution can professional actors make in shaping a supportive environment? For over a hundred years, scientists from different disciplines – such as pedagogy, psychology, sociology, social geography, free space and urban planning or social work – have been asking these questions again and again. The answers are different depending on the technical and theoretical background, the social context, but also on the understanding of the growth of children and childhood or the view and perception of space.

On this basis, the research group "space lab" would like to lay out the concept of a "transformative school", which was developed at the Chair of Education with a focus on Diversity Research and Educational Spaces in Middle Childhood and which, together with architects, would like to outline the "spaces" that must be created in order to lay out those structures from social development lines and individual development potentials in order to equip school as a "training space" for transformation to meet future individual and social challenges.