Kristin King

Associate Professor, Program Coordinator, Interior DesignCalifornia State University, Northridge

Kristin King is an Associate Professor and Program Coordinator of Interior Design at California State University, Northridge. Her teaching and research are grounded in human-centered design, with a focus on how material, sensory, and construction systems shape lived experience. She integrates interior and lighting design with environmental psychology, exploring how environments influence well-being, inclusion, and equity.

Her current project, Rethinking the Classroom Through a Trauma-Informed Lens, employs immersive tools and trauma-informed design principles to reimagine learning environments that support student success. This work was recently featured in the November 2025 Issue of Delve Magazine, Designing for Healing Section, presented to the Attachment and Trauma Network in February 2026 at The Learning Brain Exchange Conference, and along with her co-author will be conducting a workshop, Creating Places & Spaces that Foster Regulation and Resilience at Carpe Diem in April 2026. She has also contributed to the California State University Basic Needs Consortium, examining how design can address issues of access and well-being for college students.

Kristin’s scholarship includes a chapter in Reconstructing Perceptions of Systemically Marginalized Groups (2023), where she applied the psycho-sociocultural framework to highlight the role of basic needs in shaping campus climate and student outcomes. Across her research, she emphasizes design as both a pedagogical method and a social justice tool, using space-making to foster empathy, wellness, and inclusion.

Through her interdisciplinary collaborations, national presentations, and applied projects, Kristin advances the idea that design is not only aesthetic but transformative, a medium for equity, resilience, and human flourishing.

Wed Oct 28•4:00 PM – 5:00 PM

From Research to Implementation: Trauma-Informed Wellness Spaces in K–12 Schools

Students and educators face rising stress, anxiety, and dysregulation, yet most K–12 schools lack spaces designed for emotional regulation and psychol…Students and educators face rising stress, anxiety, and dysregulation, yet most K–12 schools lack spaces designed for emotional regulation and psychological safety. This university led research and design project addresses that gap through the implem…Students and educators face rising stress, anxiety, and dysregulation, yet most K–12 schools lack spaces designed for emotional regulation and psychological safety. This university led research and design project addresses that gap through the implementation of five trauma-informed wellness rooms across a K–12 system, each tailored to specific developmental stages. It translates trauma-informed principles into practical interior strategies, inclu…Students and educators face rising stress, anxiety, and dysregulation, yet most K–12 schools lack spaces designed for emotional regulation and psychological safety. This university led research and design project addresses that gap through the implementation of five trauma-informed wellness rooms across a K–12 system, each tailored to specific developmental stages. It translates trauma-informed principles into practical interior strategies, including calibrated lighting, intentional color use, spatial sequencing, and adaptable furniture systems to support well-being.Show MoreClick the title to see all detailsShow More

EDsession (60 minutes in classrooms)TRACK 4: Evidence, Impact & the Future of Practice — Research, systems, sustainability, and accountability

Kristin KingAssociate Professor, Program Coordinator, Interior Design, California State University, Northridge

Anna ParavanoTrauma Informed Interior Designer and Educator, Growing @Home

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Tags:Group B

Allow Registration:No

Capacity Unlimited:No

Indicate how the topic is applicable to Health, Safety, Welfare (HSW) Design credits.:This presentation qualifies for Health, Safety, and Welfare (HSW) credit because it demonstrates how interior design decisions directly impact occupant well-being in K–12 educational settings. It highlights environmental strategies that support emotional regulation and psychological safety, connecting design interventions to health outcomes. The presentation examines how lighting, color, and spatial organization influence stress responses and student behavior. It further illustrates the application of trauma-informed design principles through the development of age-appropriate wellness spaces, emphasizing safety, inclusivity, and developmental responsiveness. By incorporating research, user input, and evidence-based design methods, the work underscores a rigorous, real-world approach to creating health-supportive environments. Overall, the presentation reinforces the designer’s role in protecting and enhancing occupant health, safety, and welfare.

Learner Engagement:This presentation is structured to actively engage adult learners by emphasizing participation, relevance, and application rather than a passive lecture format. Adult learning principles, including experiential learning, problem-solving, and peer exchange are integrated throughout each segment to ensure the content is meaningful and immediately applicable to professional practice. Part 1 – Problem Overview (10 min) Participants are invited to reflect on their own experiences in educational or workplace environments through brief prompting questions (e.g., “Where have you seen design impact behavior or stress?”). This activates prior knowledge and positions attendees as contributors to the discussion. Part 2 – Research Framework (10 min) Rather than presenting research passively, key concepts are introduced through guided interpretation. Attendees respond to quick polls or visual comparisons (e.g., before/after spatial conditions) to analyze how trauma-informed principles and evidence-based strategies manifest in design. Part 3 – Implementation Case Study (15 min) The five wellness rooms are presented as applied examples, with intermittent pauses for audience input. Participants are asked to predict design outcomes or identify strategies before they are revealed, reinforcing critical thinking and knowledge retention. Part 4 – Interactive Exercise (15 min) This is the primary engagement component. In small groups, participants work through a real-world school scenario and collaboratively develop design responses related to lighting, color, spatial organization, and sensory regulation. This problem-based activity supports peer learning, allows participants to apply concepts in context, and encourages discussion of multiple approaches. Part 5 – Takeaways (10 min) The session concludes with a synthesis activity, where participants are asked to share one actionable strategy they can implement in their own work. This reinforces knowledge transfer and ensures the content is directly relevant to their professional practice. Overall, the presentation leverages active participation, discussion, and applied problem-solving to align with adult learning principles, fostering deeper engagement and practical understanding beyond a traditional lecture format.

Learning Objective 1:Identify environmental design strategies that support emotional regulation and psychological safety in K–12 educational settings. (HSW)