The early years of a child's life play a fundamental role in shaping their personality, social development, and mental and psychological well-being. In this context, the design of a school's physical environment can be a significant factor in enhancing children's social intelligence and happiness. Therefore, educational design should not be limited to creating mere physical spaces for learning but must also actively foster social skills, psychological vitality, and Emotional Intelligence (EI) in children. Given that the development of social intelligence and well-being in children aged 7 to 12 is heavily influenced by the quality of educational spaces, this article aims to analyze the architectural design components that enhance social intelligence and happiness in elementary schools. The research employs a qualitative and mixed-method approach, combining documentary studies, analysis of successful domestic and international case studies, contextual analysis, and integration with environmental psychology theories in a qualitative-descriptive manner. The study strives to propose an effective model by creating spaces for interaction and group learning. The results indicate that architectural design, when approached with a human-centered perspective and an understanding of child psychology, can significantly impact the social and psychological well-being of future generations. Findings reveal that factors such as biophilic design, color, spatial flexibility, legible forms, natural light, collaborative and play spaces, open and semi-open areas, and informal interactive spaces enhance social interactions, a sense of belonging, creativity, and student vitality. Additionally, aligning spatial design with children's psychological and behavioral needs—such as safety, mental tranquility, and participation—was identified as another key component. Finally, a combined model of environmental and non-environmental factors is proposed, serving as a guide for architects, urban designers, educational administrators, and policymakers in designing future-oriented schools.