Changing practice through action research

The brief

A long-standing client reached out with a clear but complex goal: to create stronger links between the design of their learning environments and the teaching happening within them. They weren’t looking for surface-level tweaks, they wanted a deep, reflective process that would lead to real change across the service.

Our response

We proposed a 12-month action research journey. It was built around a simple idea: educators are best placed to explore and improve their own practice when they’re given the tools, time and support to do so.

Each team developed its own research question, focused on their unique environment and goals. For some, that meant rethinking how space could support children’s independence. For others, it meant exploring how materials invited creativity or connection.

We met monthly to reflect, share and guide next steps. Educators collected evidence — photos, observations, conversations — and used it to shape decisions. We provided structure, resources and space for thinking. But the insights and direction came from the educators themselves.

The outcome

The changes were visible and meaningful. Classrooms became more intentional — with spaces that invited curiosity, calm, and collaboration. Educators felt more connected to their practice and more confident in using research to guide decisions.

The process also helped shift the culture: from one of “best guesses” to one where practice was grounded in evidence and reflection.