Date

12-16-2025

Department

School of Communication and the Arts

Degree

Master of Fine Arts in Graphic Design (MFA)

Chair

Chelsea Bass

Keywords

teen identity, student voice, belonging, self-expression, inclusion, interactive design, graphic design, school climate, participatory design, adolescence

Disciplines

Art and Design

Abstract

This thesis investigates the invisible barriers that prevent high school students from expressing their identities, forming meaningful connections, and experiencing a sense of belonging within school environments. Drawing on research in adolescent development, school climate, psychology of belonging, and participatory design, the study identifies structural, emotional, and social factors that contribute to student disconnection. Through a review of key theorists and three case studies, the research reveals that teens need structured opportunities for safe self-expression, visible affirmation of their identities, and accessible spaces for reflective interaction. In response, this thesis presents a research-informed interactive design solution: a two-part installation titled Our Voices, Our Space. The first component, the Identity & Self-Expression Wall, enables students to contribute written reflections through guided prompts, transforming individual voice into a collective visual narrative. The second component, the Barriers & Bridges Wall, encourages students to explore common emotional and social barriers and engage in cognitive reframing by lifting “barrier” panels to reveal supportive “bridge” messages. Both installations utilize a cohesive visual system—including color palette, iconography, and layout—to foster clarity, emotional resonance, and accessibility. The project demonstrates how graphic design can function as both a mirror and a bridge—reflecting student identity while creating pathways for connection and inclusion. Future research could expand this work through digital adaptations, user testing, and gamified elements to further reduce participation stigma and increase engagement. This thesis contributes a practical, scalable model for integrating design as a tool for student wellbeing, voice amplification, and community-building within educational settings.

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