In conclusion, due to their spatial-educational distinctiveness, Waldorf schools represent an interesting contrast to contemporary trends in public schools, but Waldorf schools are under pressure to conform to current trends. In view of recent research, Waldorf schools should perhaps be more confident, both in terms of their educational ideas and content and their spatial solutions. Maybe municipal schools in Norway, too, like in the US, should rather look to Waldorf education, rather than Waldorf schools conforming more to the municipal school curriculum?