Designing for the ‘Lunchroom’ Crowd: Reimagining the Cafetorium

When Sarah Kersey decided to ‘dish’ out an architectural concept critique for her honors thesis, she turned her attention to a dual-purpose space that serves as the heart and the headache of many schools nationwide: the cafetorium.

“I thought about when I went to school,” Kersey said. “Energy would spike as students sat down for lunch. Kids shouted to each other and squirmed in their seats. It was a space that practically invited chaos.”

Coined in the 1950s, the cafetorium, a large space designed for both dining and use as an auditorium, became a standard architectural feature in many schools, Kersey noted.

Kersey’s thesis argued that architecture was the primary factor causing discomfort in the space. She also recalled from her own school experience that districts were already experimenting with ways to improve lunchroom behavior. Some schools flipped the schedule for lunch and recess, while others implemented a 15-minute silent lunch break where the lights were dimmed, and students were encouraged to eat quietly.

“At the time, I didn’t understand why they were doing it,” Kersey said. “Educators are trying to solve the same issue my thesis highlights. I believe it’s not a matter of student behavior — it’s the design.”

While reflecting on her own experiences, Kersey also considered friends and family members who are autistic, have ADHD, bipolar disorder or other mental health conditions, and how designing spaces for neurodivergent students could benefit everyone. Growing up, she observed how people interacted with their environments in unique ways, sparking not only a research interest but an entire career path.

“What’s causing students to have this reaction?” she questioned. “I had to think about how space influences you. If the ceilings are high, louder sounds will bounce around. The lights hanging from the tall ceilings have to be stronger and harsher to reach the tables below, which can cause headaches and eye strain. And the crowdedness of the tables, intended to be flexible seating that can be moved at any time, adds to the chaos.”

Kersey, originally from Plano, returned to Texas for a prestigious internship at an architecture firm specializing in K-12 schools that recently won the American Institute of Architects Firm of the Year award in 2023. After the hands-on experience, she knew she wanted her thesis to align with her professional work. Upon graduating in December, she transitioned to a full-time role at the firm, where she now contributes as architectural staff on upcoming school projects across Dallas-Fort Worth, making her undergraduate research even more valuable.

To approach her research with intention, Kersey collaborated with Jennifer Webb, associate professor of interior architecture and design, to develop a comprehensive chart mapping how people with physical disabilities or who are neurodivergent navigate spaces. This tool helped her assess how proposed changes could benefit the widest range of people.

An illustration by Sarah Kersey depicting proposed changes to the cafetorium, including improved wall and ceiling acoustics, enhanced natural lighting, adaptable artificial lighting, flexible furniture, and better spatial organization.

“Sarah chose a problem that she really cared about, and being passionate about your topic is so important,” Webb said. “I had never heard of a cafetorium, nor had any of her committee members. Sarah’s work has had a tangible impact on her professional career and, consequently, she can make an impact in the lives of students.”

After a thorough review, her committee determined that designing with neurodivergent individuals in mind would also enhance accessibility for people with visual, hearing or mobility disabilities. From there, she created a second chart comparing various neurodivergent conditions and the sensory environments that best support them, focusing on elements like lighting, acoustics, furniture and more. The process of distilling and refining ultimately broadened Kersey’s scope.

“This helped me realize I didn’t need to narrow down to one specific neurodivergent condition because they shared similarities in ideal environments that could be addressed holistically,” Kersey said. “It reinforced the idea that designing for one group of people can affect many more.”

With a clear direction and a solution that could benefit most students, Kersey shifted her focus to actionable changes. Recognizing that schools often have limited renovation budgets, she tailored her thesis recommendations to practical, cost-effective adjustments that could be adapted to each school’s specific needs rather than blanket proposing broad, large-scale construction projects.

“I wanted to be part of the solution,’ Kersey said. “To propose changes that weren’t radical, but rather, easy to digest and implement. The underlying goal behind my thesis was to help educators, parents, students and even some designers begin to question their environments and realize just how much architecture influences human behavior. I think the cafetorium and its impact on students is a great example of this and has lots of room for improvement.”

She narrowed her focus to three key areas she believed would have the greatest impact on neurodivergent students and the broader school population: acoustics, lighting and spatial organization.

First, Kersey addressed acoustics. The average cafeteria volume is 101 dBA, and her research showed that prolonged exposure to noise at or above 85 dBA can cause hearing damage. She recommended installing both wall and ceiling acoustic panels to absorb sound. The ceiling panels could be raised or lowered depending on how the space was being used.

Next, she focused on lighting. Her research indicated that harsh artificial lighting could contribute to behavioral issues, headaches, eye strain and even nausea. Her solution was simple: maximize natural light through windows while providing blackout shades for auditorium programs. She also suggested installing adjustable LED lights that are dimmable and capable of changing color temperature.

Finally, Kersey proposed reorganizing the space with adaptable furniture. She found that standard large, foldable cafeteria tables often made the space feel overcrowded. Instead, she recommended a layout with clear circulation paths and unobstructed views, using lightweight, movable furniture that accommodates diverse body sizes and abilities and can adapt for both cafeteria and auditorium use.

“It can be difficult when people ask, ‘Why design for a specific group when they don’t represent the majority? ‘” Kersey said. “But I think that misses the point. My focus is on how spaces can support sensory needs. I am designing for the majority. You just may not realize how much your environment is impacting you.”

While working full-time, Kersey is also in the process of becoming a licensed architect. After her research experience, she hopes to obtain licensure in interior design as well, a passion she credits her thesis with helping to foster.

“The thesis process doesn’t need to be scary or unapproachable,” Kersey smiled. “I didn’t want to make something overly complex. I wanted to create something understandable, attainable and approachable, and in many ways, the honors experience helped me create a toolkit to carry with me in my career.”