Conclusion

In assembling this book, we were hoping to enhance awareness of children's and young people's environmental experience that is not well documented or researched. In doing this, the aim was to provide a foundational impetus for greater understanding of how to support these children and young people in the design and planning of the environments that have impact on them. Although both editors have background training in design, we both understand that in order to develop sound physical environments for people, there is a need to understand the personal, social and cultural environments of the people in question. As a result, most of the chapters in this book are written by people who do not come from the built environment disciplines. Surrounding disciplines including health sciences, social sciences and education, for example, are in strong positions to reflect and comment on the impact and influence of physical settings on health, development and wellbeing in a way that built environment professionals and researchers, without multidisciplinary experience, are not.