Understanding Administrators’ and Teachers’ Perceptions of Gender-Inclusive Washroom Design at a Canadian Secondary School: A Case Study

Abstract

This case study of a Canadian secondary school captures teachers’ and school administrators’ perceptions of a recently-constructed gender-inclusive washroom. Questions about employees’ perceptions of the washroom with respect to its location, amount (and importance) of visibility from common areas, and whether students understand the space as safe and socially inclusive were asked. Employees do not feel as though the new washroom has been a success. Its location is perceived to be too far from common areas and classrooms where a sense of surveillance may curb bullying and general misuse of the space. Design features that appear to be for social use have been confusing for some students and have promoted inappropriate behaviours in the setting. Despite this, students and employees believe that the intention of the washroom’s design was positive and that its flaws have initiated helpful conversations about diverse needs and the importance of respect among the school community.