47 Former School Reuse Cases — Success Patterns and Failure Factors from Ministry of Education Data [2026 Edition]

The cumulative number of former schools from FY2004 through FY2023 totals 8,850 schools. The utilization status of the 7,612 schools still in existence is as follows:

The sector breakdown of the 5,661 schools currently in use is as follows:

For the basic procedures for former school utilization, see Complete Guide to Former School Utilization. For how to utilize former schools within the Small Concession framework, see What Is Small Concession?.

The following analysis classifies cases primarily from the Ministry of Education's "Everyone's Former School Project" into 5 sectors.

Welfare Facilities (Elderly, Disability, and Child Services)

The spacious classrooms and gymnasiums of former schools are well suited for conversion into disability employment support facilities (Type A and Type B), after-school day services for children with disabilities, special nursing homes for the elderly, and similar facilities. In many cases, renovation costs can be held to approximately 60–70% of those for new construction.

Structural strengths:

• Disability welfare service reimbursements are set by nationally determined public prices, ensuring stable revenue
• Classroom size (approximately 60 m² per room) is appropriate for welfare facility activity rooms and accommodation units
• School grounds can be repurposed as parking areas, gardens, or outdoor activity spaces

Preconditions:

• Sufficient demand (users) for welfare services in the target area
• Building condition that can accommodate a change of use under the Building Standards Act (school → welfare facility)
• Operators with a track record in welfare services are willing to participate

Education and Training Facilities

This pattern involves converting former school buildings directly into educational facilities such as free schools, vocational training schools, or corporate training centers. The existing educational infrastructure — classrooms, blackboards, and grounds — can be used as-is.

Structural strengths:

• The change-of-use process is typically the most straightforward (in some cases, school → school-equivalent use does not require a change-of-use application)
• Educational hardware (classrooms, gymnasium, grounds) is already in place

Tourism and Exchange Facilities

Conversion into experiential tourism facilities, accommodation, restaurants, markets, and similar uses. Success cases are concentrated in facilities with good access from urban areas or those that can be combined with local tourism resources.

Structural strengths:

• The "nostalgia" of a former school itself functions as an attraction (school lunch restaurants, classroom-style accommodation, etc.)
• The scale of the building enables use as an event venue or market space

Preconditions (demanding):

• Sufficient access and demand to generate annual visitors commensurate with business viability
• Countermeasures against seasonal variability (year-round operation is difficult in areas with limited winter footfall)

Community Facilities

Conversion into community hubs, coworking spaces, childcare support centers, and similar facilities. Revenue potential is limited, but such facilities provide high public value in terms of sustaining community life.

Structural strengths:

• Psychological acceptance is high among residents, as the facility was once their "alma mater"
• Many models can be financed through designated management fees or grants

Mixed Use

This model introduces multiple functions into a single former school — for example, a welfare facility on the ground floor, coworking space on the upper floor, and a sports facility in the gymnasium.

Structural strengths:

• Combining revenue-generating functions (food and beverage, experiential) with public functions (welfare, education) enables overall project viability
• The potential for a consortium of diverse operators to participate distributes risk

In recent years, welfare facilities — particularly those serving people with disabilities — have become an increasingly common use for former schools. Three structural factors underlie this trend:

1. Revenue stability: Disability welfare service reimbursements are set by nationally determined public prices under the Act for Comprehensive Support for Persons with Disabilities, making them resistant to economic fluctuations and seasonal variation. Unlike tourism facilities, there is no risk of running at a loss because "visitors are not coming."

2. Compatibility with existing buildings: Former school classrooms measure approximately 60 m² each, which is sufficient for disability employment support activity rooms (minimum of 30 m² for 20 clients). In many cases, conversion is possible without large-scale renovation.

3. Nationwide supply shortages: Demand for disability welfare services is increasing nationally, and shortfalls in facility supply are particularly acute in regional areas. Former schools, with their spacious lots and existing buildings, can be opened in less time and at lower cost than new construction.

The following table organizes the 5 preconditions that determine the success or failure of former school utilization.

Important: Copying the "approach" of a case will not produce the same result if preconditions differ. In particular, "building condition" and "existence of demand" are foundational to any business plan and require professional investigation.

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Data from 47 cases provides hints about "what is possible," but whether that applies to your former school is a separate question. Clarifying preconditions first is the most reliable way to avoid failure.

ISVD provides integrated free consultations covering current facility condition assessments, sector selection, and project design for former school utilization.

References

Survey on the Utilization Status of Former School Facilities (2025)

Everyone's Former School Project (2024)

Case Studies on Utilization of Former School Facilities (2024)

Small Concession Promotion Policy (2024)