Earlier this week, the Maryland State Department of Education released their Recovery Plan for Education. The Plan includes potential procedural shifts, including “measures such as wearing masks, temperature checks, hand-washing, frequent sanitation, and social distancing, especially for elementary students. In addition, elementary playground areas may be marked for social distancing along with areas within schools.” [1] The document mulls over the need for smaller class sizes to ensure desks are six feet apart, assemblies may not be possible, and “art, health, and physical education may be offered remotely via video chat.” Similarly, The National Association of Independent Schools addresses school design in its Coronavirus guidelines for schools [2], but focuses “school design” on access for essential staff or ‘clean and close’ procedures when an infection occurs. We have to wonder, why is it that workplaces are speculating on new ways to return to the office, college housing is exploring how to get students back on campus, our own personal gyms are reopening with social distancing guidelines and plexiglass dividers between treadmills, but there doesn’t seem much urgency to design spaces where the K-12 students will be back in safer and more preventative school buildings? Perhaps because so much of what we learn at that age, and so much of what we are expected to learn, is learned through social interaction. Our K-12 experiences teach us to deal with foundational sentiments and socialization is crucial to child development [3]. Sharing, holding hands when we cross the street, shaking hands with a competitor and saying “good job” whether we win or lose, or consoling a friend after their first week-long relationship comes to an end. If students aren’t able to be together on site, they might not need to be in the same space at all.