Abstract

This qualitative case study draws upon personal narratives and academic insights from education, psychology, and interior design, offering a comprehensive exploration of the lived experiences of three high school students at The Math Guru tutoring studio, with a focus on how students perceive the studio's distinct interior design in relation to their experiences of school-related stress and learning. Central to this inquiry is a thematic analysis that considers the founder of The Math Guru’s interior design intentions and how these design choices resonate with students’ perceptions of well-being. The study employs a triangulation approach, with in-depth, semi-structured interviews complemented by on-site photography and observations. The findings illustrate how The Math Guru’s interior design, characterized by its aesthetic appeal, comfortable furniture selection, and adaptable spatial dynamics, contributes to students feeling less stressed, more engaged, and generally happier than in their standard school settings. By offering a detailed description of the role of interior design in shaping students' perceptions and experiences of well-being and learning, this research presents The Math Guru’s homelike design strategy as an inspirational model for future learning environment design. This study aims to act as a catalyst, encouraging secondary education institutions, along with the educators, designers, and policymakers who shape them, to recognize interior design as a valuable approach to enhancing student well-being, particularly in the context of school-related stress.