According to the US Department of Housing and Urban Development’s 2024 Annual Homelessness Assessment Report to Congress, “the number of people experiencing homelessness on a single night in 2024 was the highest ever recorded.” More than 700,000 people were reported to be staying in emergency shelters, safe havens, transitional housing programs, or in unsheltered locations.

That’s why the need for affordable housing is greater than ever—and why HMFH Architects partnered with Cambridge Housing Authority (CHA) in Massachusetts to help meet those needs.

Built as a convent in 1907, the building at 116 Norfolk was converted to affordable housing in the 1970s before its most recent incarnation as Dan’s Place, named in honor of former CHA Executive Director Daniel J. Wuenschel.

The renewal and expansion of Dan’s Place was timely. Design work began as the country was navigating a pandemic and CHA was looking to modernize, moving away from the more communal style of single-room occupancy with its lack of privacy. As neighbors to 116 Norfolk, HMFH’s design team eagerly stepped in.

The site presented immediate challenges. Part of the original building was deemed useless and needed to be removed, raising the question of how HMFH could maximize that space with a new addition. The site had land, a rarity in Cambridge and especially this dense residential neighborhood, which meant HMFH was charged with preserving the lot’s natural landscape. And a new addition would need to be architecturally aligned with the original building, while the project as a whole needed to blend aesthetically with the neighbors.

Despite its challenges Dan’s Place became the first project completed and opened under the city’s new Affordable Housing Overlay zoning ordinance, which streamlines the process for affordable housing development, lessens some of the more restrictive requirements, allows more building opportunities, and makes possible the complex financial formula it takes to build affordable housing.

Because the project was on an urban site with proximity to amenities and public transportation, parking wasn’t necessary to the design. This allowed HMFH to provide resident amenities like indoor bicycle storage and, with the carefully sited addition, to preserve the trees within the coveted south-facing green space, creating outdoor spaces for residents to enjoy.

New life was also given to the cloister-type wall that had lined the perimeter of the property since it was a convent. The beautiful masonry was improved with a mosaic done by a local artist, as well as intimate pockets and bench areas for residents to enjoy, simultaneously providing privacy and connection to the neighborhood.

“Rather than saying, ‘Oh, this doesn’t really work,’ we asked ourselves: How can we improve on what’s here and make it last for the next 75 years?” Cowles says. “If, for example, we were going to jackhammer the foundation to run new piping, it needed to have minimal impact, but we also weren’t going to lay just one new little pipe—we were going to make the building better for the future.”

Another challenge HMFH’s team faced was finding space on the ground—or rather, under the ground—for an infiltration system with a series of chambers that capture and store stormwater runoff to reduce impact on sewers during significant weather events.

“Any place you dig on the site, you’re either going to have building foundation, tree roots, or infiltration system. There’s nothing left,” Rust says.

Even HMFH’s roof design took nature into consideration, maximizing open roof space by concentrating all mechanical, electrical, and plumbing equipment in certain areas to provide ample space for a PV solar array that generates more than half of the energy required to power the complex annually.

Architecturally, the project had unique programming—it was something CHA hadn’t done before, creating studio units for people coming out of homelessness while maximizing resident amenities, gathering and meeting spaces, and office spaces for support services, all of which you wouldn’t find in traditional affordable housing.

Between the original building’s 37 renovated units and the addition’s 25 new units, Dan’s Place now houses 62 residents in completely self-sufficient, move-in ready studio apartments featuring modern kitchens, private baths, high ceilings, tall windows, furniture, and household items.

The design of Dan’s Place followed passive house principles. HMFH installed triple-glazed, high-performance uPVC casement windows from INTUS Windows in the new addition, while retaining the existing windows in the original building. And with Cambridge’s typical northeastern climate—cold, dry winters and warm, humid summers, the windows also needed to be operable, allowing residents the flexibility to open their windows.

Creating an airtight exterior envelope was equally important but challenging because HMFH faced the ever-present question of how to balance renovating the old while designing the new.

“With new builds you can install a thick layer of insulation and you’re done. But when you’re dealing with an existing masonry building, you want to keep it aesthetically the same, but you can’t do that,” Rust says.

HMFH’s solution was to install spray foam insulation on the inside face of the existing masonry wall, while in the addition, high-performance, high R-value ROCKWOOL Comfortbatt insulation was used for its LBC Red List–free and GREENGUARD Gold certifications.

Dan’s Place is a quiet space filled with natural light and clean air where interiors featuring an array of natural, sustainable, and durable materials create a cozy and domestic aesthetic that’s easy to maintain. The building is a modern take on affordable housing that prioritizes residents’ health, safety, and comfort.

What do a hedgehog in scuba gear, a historic map of Route 1, and a diagram of the carbon cycle have in common?

They’re all images appearing in wall murals designed by HMFH Architects for public schools across Massachusetts, each carefully crafted to foster student engagement, curiosity, and connection. Beyond their visual interest, these murals serve as immersive teaching tools that reinforce school identity, enhance daily learning, and create vibrant, meaningful environments.

School districts are under pressure to construct public school buildings with limited budgets. As a result, design is often driven by practicality with an emphasis on compactness, durability, and cost efficiency.

But even with these financial constraints, it’s possible to inject inspiration, creativity, and discovery—and well-conceived design elements such as wall murals are a powerful yet affordable way to do so. When thoughtfully designed and tailored to the school’s mission and community, murals can transform a functional building into a welcoming, special space that engages students and supports learning.

At HMFH Architects, our approach to mural design is intentional. We work closely with each client community to develop custom, large-scale graphics that:

• Support wayfinding
• Reinforce school identity
• Instill a sense of place that is distinctive, inviting, and welcoming
• Add color, interest, and variety
• Spark student curiosity and engagement

To achieve this, we first immerse ourselves, speaking with educators about their goals, studying the school’s specific architectural context, and stepping into the shoes of the students.

From there, we think about scale, color, complexity, and detail, carefully layering in meaning, narrative, and even hidden features that come together to tell a cohesive story that invites repeated exploration and inspiration.

At the new Saugus Middle High School, we created murals rooted in the town’s rich cultural and industrial history.

From portraits of notable local figures to depictions of early industry and a historic map of Route 1 (overlaid with modern cultural landmarks), each mural helps ground students in the story of their community.

Former principal and current superintendent of Saugus Public Schools, Michael Hashem, admits he was originally skeptical about the value of murals during the design process. A self-described “old school math teacher,” he wasn’t initially convinced they would make a meaningful difference. But now he calls himself a convert: “They [the murals] make the school feel unique and very special. It is a big school, but it does not feel like an institutional, sterile building at all. It always feels very warm and welcoming for users and visitors.”

The middle high school is organized into four grade-level pods, each anchored by a mural inside a tall, light-filled project area. The murals reflect local historic industries (e.g., iron, ice, and lobstering), giving students a visual and symbolic connection to their community. The unique sense of place helps students identify and feel connected to these “home bases” and to their grade-level peers.

One mural, composed entirely of typographic inspirational quotes, blurs the line between image and message. At first, viewers may take in the overall shape, then gradually absorb the motivational words embedded within.

“The graphics are so unexpected and varied that everyone is immediately struck by them,” says Hashem. “People stop to study them. It is a real school identifier.”

At Bristol County Agricultural High School (AKA Bristol Aggie), we designed murals to highlight the school’s focus on environmental science and sustainability. Here, the graphics serve as large-scale educational tools, visually supporting the school’s unique technical curriculum and agricultural roots.

For superintendent and director, Derek Costa, the murals are more than just visual enhancements; they’re storytelling devices.

As he tours prospective families through the campus, Costa often pauses to point out graphics that reflect Bristol Aggie’s core values: ecological engagement and hands-on, student-centered learning. A composting toilet mural and illustrated carbon cycle are two favorites, helping reinforce sustainable practices and the school’s commitment to embedding those values in everyday operations.

While many of the murals are purposefully didactic, they also invite imagination. For example, one mural features a two-story cornucopia—a collage of oversized plants and animals—that connects to the school’s agricultural curriculum with a delightful mix of color and humor.

For Fales Elementary School, which serves grades K–3, the goal was clear: create joyful, immersive graphics that stimulate young learners’ imaginations and connect them with the school’s ecology.

Naturally, the school mascot, Annie the hedgehog, plays a key role, starring in a series of narrative murals throughout the building. In one, she hikes through a woodland; in another, she scuba-dives in a pond; in yet another, she parachutes into a meadow. Each mural is filled with tiny details and hidden elements that invite engagement and ongoing discovery.

Principal Maryann Stannard reflects on the murals’ impact: “It is especially rewarding to see new children and their parents when they first see the murals. There is a sense of ongoing joy in discovery as children see new things, like the different flowers and insects. The graphics help create a magical place perfect for early elementary students.”
Beyond their aesthetic appeal, the murals play an important role in supporting classroom learning.

In early grades, the murals help frame conversations about ecosystems. In third grade, students turn to the murals for inspiration to write stories about Annie and her adventures. Even for educators, the murals can serve as a tool for connection and comfort; for example, in times of stress, a teacher can use the graphics for a quick game of “I Spy” to calm a child and redirect focus.

From elementary schools to technical schools and middle high schools, murals can play a transformative role in design. They do more than decorate the walls; they enrich learning environments, support curriculum, and reinforce school identity to help students feel more connected to their community.

Learning by Design’s Educational Facilities Design Awards highlight PK-12 and post-secondary learning environments that solve unique design challenges, promote sustainability, and enhance education for all. The awards jury panel, comprised of architects, educators, and leaders in the educational design space, commended JQUS for its thoughtful vertical programming on a tight urban site, varied outdoor learning environments and public-facing amenities, and efficient, low-carbon design.

As a Grand Prize winner, JQUS earned special recognition for addressing six critical aspects of a successful learning environment:

• Design challenges and innovation
• Sustainability and social impact
• Interior architecture
• Next generation learning
• Effective space planning
• Community needs

These principles are present throughout the design, which expertly weaves educational and sustainability goals in a high-rise facility that welcomes students and community members alike with spaces including a coveted green roof, a double-height, light-filled cafeteria, and flexible classrooms and project areas that accommodate a range of learning and teaching methods.

GREEN ROOFS ARE NOT NEW: The Hanging Gardens of Babylon (c. 500 B.C.) were one of the Seven Wonders of the Ancient World and an early version of a green roof, with gardens cascading over scone pillars and roofs waterproofed with tar and reeds. Green, or sod, roofs have been around for centuries, ­think “Vikings” in Scandinavia and the sod roofs of American settlers on the Great Plains. A precursor for the modern green roof was unveiled in 1867 at the World Expo in Paris featuring a waterproofing and drainage system. The 1920s and the 1930s yielded innovations by Le Corbusier, Alvar Aalro, and Frank Lloyd Wright. Their installation has increasingly expanded in Germany as practitioners improved the technology to use on existing and new buildings to proactively reduce stormwater runoff due to development.

Green Roofs for Healthy Cities defines a green roof system as an “extension of the existing roof which involves, at a minimum, high-quality waterproofing, root repellent system, drainage system, filter cloth, a lightweight growing medium, and plants.” Basically, a roof that is covered or partially covered in plants.

Common concerns about green roofs typically focus on integrity, maintenance, and cost. Although any type of roof can leak if not properly installed, green roofs installed by experienced contrac­tors are much less likely to leak. While it is true that the first cost of a green roof installation, either for a new or existing building, can initially be higher than that of a typical single-ply membrane roof, the costs for a well-designed and site-appropriate green roof are often balanced by its long-term energy savings and the fact that the green roof will extend the life of the roof membrane.

Every green roof is unique, not only to the building and space it defines, but also to the local climate, and proposed use offering many benefits associated with such an installation. The most widely acknowledged ones are associated with environmental sustainability-specifically, stormwater management, water conservation, air quality, and mitigation of the heat island effect in dense urban settings. In addition to its benefit as an amenity, a green roof can also improve building performance through better mechanical performance and more efficient PV systems, as well as reduce acoustical transmission through roof assemblies.

The design of a green roof provides a blank canvas upon which to introduce biodiversity while contributing to the improved health and wellbeing of users. Many hospitals now include healing gardens on accessible, visible roofs because they can have such a positive impact on patient recovery. In the right setting, it can also serve as an effective educational tool, adding to its justification on new and existing school buildings.

As a practitioner of sustainable design promoting the responsi­ble use and conservation of natural resources, HMFH has had opportunities to leverage this expertise by helping three Massa­chusetts schools—Saugus Middle High School, Josiah Quincy Upper School, and Bristol County Agricultural High School­—make smart decisions that reduced energy and water use and enhanced learning while supporting the health and wellbeing of all users. Each school had different reasons for choosing green roofs.

Saugus Middle High School in Saugus, Mass., sited less than 300 feet from a busy six-lane highway, supports progressive education in grades 6 to 12 and celebrates the town’s rich history of innovation. The $160.7-million school brings together 1,360 students in a 271,000-square-foot, STEAM-driven complex outfitted for exploratory learning and innovation.

Inspired by the Saugus River’s fundamental role in the town’s history, the new school incorporates multiple water conservation strategies. A stormwater collection and reuse system combined with the green roof slows stormwater runoff, saving more than 1.5 million gallons of water annually and leading to Saugus becoming the first project state-funded to reach the highest level of LEED certification, Platinum. In tandem with the environmental benefits, the 12,700-square-foot third-floor green roof provides program space for science curriculum-based learning, yoga, and mindfulness classes. The roofscape is centrally located and easily accessed by students and faculty. The exterior door to the outdoor classroom is also adjacent to the third-floor classroom devoted to medically fragile students, offering chose with limited mobility more opportunity to be outdoors.

Currently under construction, the $146.8-million Josiah Quincy Upper School in Boston is a 175,000-square-foot, six­-story facility char will accommodate 650 students in grades 6 through 12 when it opens for the 2024-2025 academic year. The location of the one-acre site, near the intersection of the Massachusetts Turnpike (I-90) and I-93, presented a different type of challenge than Saugus or Bristol Aggie. Combined, the two highways carry about 300,000 vehicles per weekday through the city, resulting in transportation-related air pollution.

During the design process, the project ream and stakeholders placed a high priority on fitting a robust educational program on a small, urban site and creating spaces that advance health, wellbeing, and equity. Because no other outdoor space was possible on the site, a large portion of the roof will serve as an outdoor classroom and physical activity area featuring walking paths and native species gardens. An added benefit of the roof garden is the access to fresher air high above street level, while the plants also actively remove pollutants from the air. Based on the area of vegetation and native plantings, the green roof project will achieve a credit in LEED for restoring natural habitat. Planned PV canopies have been deleted due to budget constraints bur are possible to add back if funds become available.

While every green roof is unique to its intended purpose, size, local climate, budget, and maintenance constraints, successful installations are usually the product of an interdisciplinary team effort by an architect; structural, civil (for stormwater), and mechanical/electrical/plumbing engineers; landscape archi­tect; botanist; and possibly irrigation specialist. State and mu­nicipal agencies can be important allies because of the overlap­ping trades involved and as more political advocates press for features such as this to increase climate resiliency.

Green roofs provide many benefits, from increasing a roofs lifespan, promoting biodiversity, and improving building energy performance to improving the efficiency of solar photovoltaic systems. While directly benefitting the school community, green roofs are also benefitting the broader community by cooling the immediate environment and reducing storm water runoff. Designing green roofs for schools offers even more opportunity: they can enhance the learning experience, improve health and wellness, and connect with a school’s curriculum and program goals.

A project team of education stakeholders in Massachusetts gained tremendous knowledge about inclusion and student engagement as they worked to complete a 196,000-square-foot construction project. Bristol County Agricultural High School (Bristol Aggie) already had a strong reputation for its hands-on, skills-based education with programs in natural resource management, agricultural mechanics, animal sciences, floriculture, arboriculture, environmental engineering and landscaping. But an overhaul of the campus provided a perfect opportunity to articulate a new vision and rethink the delivery of career and technical education (CTE).

The project scope involved constructing four new buildings and renovating two others on the 220-acre rural campus with a working farm in Dighton, Massachusetts. New buildings include the Center for Science and the Environment, the Student Commons, a net-zero energy ready dairy barn, and a lab shared by the landscaping and arboriculture departments. The central academic and agricultural mechanics buildings were renovated. To connect the old and new components, a newly created pedestrian thoroughfare and nonformal learning areas unite the formerly siloed programs and foster cross-disciplinary collaboration.

Bristol Aggie’s new facilities represent a significant civic investment in high-quality CTE. The multifaceted nature of a project this size deserves thoughtful planning. And to ensure long-term success, should include input from all stakeholders. Three important steps contributed to a successful outcome.

Solicit active participation from staff, students, families, and community members. Because diverse perspectives are so important. Finding time that works for all parties can be a challenge, but it’s possible with careful planning. You might consider the benefits of asynchronous design feedback.

Ask questions about how the school has operated in the past and how it should operate in the future. Certain topics are crucial, such as admissions, student engagement and creating a welcoming place for all. At Bristol Aggie, this approach sparked an important discussion about balancing a skills-focused CTE program with academics embedded to create greater appeal for a diverse student population.

Further, an effective visioning process engages participants in the whole project from design through to occupancy and future use. These efforts can generate renewed investment in high-quality program development and a supportive culture. Most importantly, input from diverse sources helps prioritize and build consensus around project goals.

For Bristol Aggie, stakeholders agreed upon five goals to shape the character of the buildings, campus, culture and learning experience.

• Design facilities that enhance hands-on learning opportunities while serving as learning tools themselves.
• Strengthen academic achievement through tighter integration of academic and skills-based programs.
• Create a hub for students within the school to encourage greater social and academic interactions.
• Develop a welcoming, accessible and unified campus where the outdoor environment is an integral part of the social and academic experience and the student motto — “Cultivating Excellence” — is manifest.
• Integrate sustainability, resiliency and student well-being into every aspect of the physical campus and educational programs.

With goals established, the project team asked: How can we turn the design process into a learning opportunity for students? And they worked in collaboration with faculty to make it happen. Bristol Aggie students participated in several different ways, which reinforced their academic work and helped create a sense of agency.

Landscaping and arboriculture students met with the design team early on to learn about the process. In turn, they familiarized the designers with the on-site arboretum that hosts a range of tree and plant species. With help from the students and faculty, the landscape architects came to appreciate the diversity of tree and plant species on the campus. Later, as initial designs were generated, students discussed how they might contribute to the installation of new trees and plants.

The design team returned frequently to faculty and students for ideas, and to better understand their needs.

Then as the construction documents developed, students learned about specifications and installation details and provided input. In the future, landscaping students will learn how to install benches along the main pedestrian walkway, while arboriculture students will plant trees around the campus. And floriculture students will maintain planting beds near the classrooms.

Substantial project benefits were realized by bringing in outside experts from a variety of disciplines to consult on the design of the new school. This happened most notably at the dairy barn. Although the campus already had a knowledgeable dairy herdsman on staff, advice from specialists in robotic milking, manure removal and cow health was necessary to design a facility for the future. The herd gained a modern, comfortable home. And students now thrive in a technologically advanced learning environment. The skills they develop by using, gathering data from, and maintaining the equipment will better position them for employment and professional growth.

Additionally, public safety officials and building inspectors must provide input on every project. So the project team reached out early to Dighton officials, both for guidance and to foster transparency around plans and goals. This created a culture of open communication in all project phases. For instance, the town’s plumbing inspector worked with the team to get approval from the state for the composting toilets that were installed.

Bristol Aggie is also home to community-based activities that use the campus throughout the year. Agricultural groups such as 4H and the regional Beekeepers Association meet regularly in the school, so their input was valuable. Including local groups such as these in the process of high-quality CTE facility design will build support, trust and a sense of community.

Cohesive and inclusive teamwork was necessary to plan, design and construct this campus-wide improvement project. All stakeholders share in its ultimate success. At the ribbon-cutting ceremony held on May 23, 2022, former school Superintendent Adele Sands echoed this sentiment. “Bristol Aggie is an extraordinary place,” she said. “The students deserve school buildings that support the education they receive every day. And now we have them, thanks to all of you.”