Additional support for learning: sensory-inclusive learning environments - guidance

10. Visual and finishes

A great deal of information is interpreted through vision; therefore, the appearance of physical environments plays a big part in people’s ability to interpret, navigate and make sense of spaces as well as how comfortable they feel.

Thoughtful use of materials, colour and patterns can contribute to visual familiarity, comfort and clarity. This should be considered alongside the spatial aspects described in section 5 and daylight and artificial lighting as explored in section 9.

10.1 Visual Distraction

Many people benefit from being in environments with fewer distractions, especially people who are visually hypersensitive or have concentration challenges. Adaptations could include lowering visual stimuli, for example separating play/toy areas with a mobile screen (or curtain where appropriate) creates a clear boundary and encourages better focus on the current activity. In some classes, proximity to views of activity through windows or glazed panels can be distracting and the use of blinds may be beneficial some of the time. (see section 9)

Visual clutter is common in learning environments and often results from too many visually different items on display, multiple colours around the room, and the use of patterned materials. Sometimes this causes visual disturbance which can trigger fatigue, nausea, anxiety, affect balance and depth perception, and contribute to sensory overload.

• Clutter at eye level and below is very important but clutter on a ceiling can also be highly distracting for some people. Exposed soffits with pipes and ducting should be generally avoided or painted in the same colour as the ceiling, and artwork such as ceiling mounted sculptures or hanging items should be assessed for impact;
• It is helpful if display materials are minimised on the main teaching wall so that learners are able to focus on the teacher, the whiteboard or the display screen, rather than be distracted by other items;
• Display areas should be positioned where children may dwell but should not impact other learning at the wrong time, appropriate areas may be above sinks, coat hooks or near toilets rather than on the main wall from where the teacher will direct learning;
• A feature wall at the rear of the room, on which classwork displays can be added, keeps all the clutter and stimulation in one zone which can be more easily avoided during lesson time;
• Mobile screens that can be moved from one area to another can be a solution where there is not enough wall space once the teaching wall has been cleared. Alternatively, a pull-down blind can instantly hide a busy wall. Digital screens can be used to provide displays when needed but turned off to avoid distraction at other times;
• Wall finishes should be generally plain, and in particular avoid vertical or horizontal lines, checks, or blocks of strongly contrasting colours. A less stimulating alternative is the use of a fractal pattern found regularly in nature, such as leaf, flower or tree patterns. The same is true for façade design where busy linear patterns can overwhelm due to the physical size and visual dominance;
• Different locations within the same space will have different visual characteristics and it may be useful to provide choice of seating location for individuals to suit their individual preferences or for teachers to guide individual choices to minimize distraction.

10.2 Use of colour

For many learning environments, particularly early years and primary settings, there is an intention to create a positive and vibrant impression on arrival through the use of bright, vivid colours. Once inside the facility it is better to opt for muted colour schemes so that too much colour and stimulation do not result in sensory overload for some people.

Over-stimulation leading to overwhelm can be cumulative, from either multiple simultaneous but different sources (noise, brightness, movement), but can also occur from one type of source, for example, the use of too many colours within a space.

• When creating displays, using a simpler, restricted colour palette for backing card will reduce visual stimulation;
• Blues and greens (common in nature) are more calming than reds and yellows.Muted tones of any colour are helpful, for examples, see heritage paint palettes;
• Brilliant white can feel stark and clinical, whereas softer, matt whites and shades of white will feel less startling.

10.3 Reflective surfaces

Reflective finishes are mentioned in section 9 as they play an important part in how light behaves. Reflective surfaces should be used minimally as they can confuse, distort and introduce visual clutter and confusion. This makes it harder to understand and navigate through a space, sometimes resulting in people knocking into items and increasing their anxiety.

• Choose washable matt paints – historically, gloss paint was often used in schools for its durability, but many low sheen products are now available that are equally robust and wipe clean;
• Position mirrors carefully to reduce distraction or confusion when not in use. Mirrors over basins should be a suitable height for their intended purpose but no full height mirrors going all the way to the floor should be provided as these are confusing to people with sight conditions who may mistake them for an opening.

Clarity

Simplifying displays to certain areas.

Choice

Potential to add a screen or blind to hide a busy wall.

Calm

Use muted colours for finishes and displays, add plants.

Stair nosings should be visually contrasting but not so bright that they dazzle or cause visual disturbance. Scenic (glass) lifts are challenging to people with vestibular conditions, and lift finishes are often steel which can be reflective. See PAS 6462 12.1 and 12.6.2 for more on lifts.

See PAS6463 section 12 Surface Finishes.

Visual contrast between key surfaces is helpful to visually impaired people and adds clarity – this should meet national guidance. Refer to BS 8300-2, (Clause 12, and Annex B) for guidance on visual contrast and light reflectance values.