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

4. Overview of design, management and use of physical learning environments

Physical spaces, both inside and outside, play a key role in user experiences, and even subtle changes can positively contribute to calm, focused learning and wellbeing.

The design principles and interventions fall broadly under three umbrellas, Clarity, Choice and Calm. These are the three underlying aims of creating a sensory-inclusive environment. which are explored in this guide, with a summary provided below.

Clarity:

Easy to navigate, intuitive, familiar

Achieved through:

• Clearly identifiable, welcoming entrance with the choice of using quieter secondary routes;
• Providing advance information before you enter or transition between spaces;
• Allowing preview virtually or by looking in (glazing and good sightlines);
• Avoiding long or twisting corridors, alleys or places where you cannot see what is ahead;
• Clear signage and waymarking;
• Predictable layouts, furniture and fittings;
• Spatially appropriate for the number of users and type of activities;
• Avoiding startling or bright aesthetics.

Choice:

Users have some options and control over their experience

Achieved through:

• Where possible, individuals are able to influence their location and stance, e.g. sit in a quieter space or with their back to a wall (prospect and refuge position) or stand near a mural or view out;
• Flexibility to enable different environments to be quickly created for different activities or to meet specific learner preferences;
• Sensory adjustments users can control e.g. light, glare, noise, furniture;
• Portable shared resources and equipment that can be relocated, such as spin seats, headphones, stimming devices, breathable* weighted blankets, weighted lap pads or toys;
• Facilitating a break or change of environment if needed, such as quiet rooms or break out space with the choice to be either remote or alongside peers.

*Any items need to be checked for safety and appropriateness for the specific user.

Calm:

Lower stimulation through sound quality and appearance

Achieved through:

• Muted colours, patterns from nature;
• Carefully designed acoustics (reducing echo and improving clarity of speech);
• Adjustable lighting – dimming, colour temperature;
• Creation of dedicated low stimulation spaces to reset/recover;
• Furniture that is soft, flexes to facilitate grounding (a technique of bringing focus to a physical space or to the body, moving away from intrusive thoughts and anxiety);
• Optional Sensory stimulation – movement, stim, tactile, music if needed.

4.1 Connecting with nature

From views to outside greenspace, to the regular use of nurture huts, forest classrooms and outdoor spaces, connecting with nature throughout the day is helpful and therapeutic for everyone. This can be achieved through:

• Maximising views out;
• Natural ventilation, fresh air, water features and humidity control;
• Choosing natural materials inside, such as timber and stone;
• Reflecting organic shapes from nature inside (biomimicry);
• Displaying calming images of nature, such as a woodlands’ mural, sea views;
• Having appropriate plants inside and out which everyone can care for.

The application of biophilic design principles strengthens our connection with nature and this can be achieved through appropriate use of textiles, artwork, patterns as well as real plants and views.

Gardens that allow children to participate in growing and nurturing plants are encouraged, giving the opportunity to plant, touch, pick or crumple leaves to experience their scents and tactility. Sensory gardens can provide an immersive experience and can be therapeutic in allowing a place to reset as well as stimulate the senses if preferred.

The following considerations should be taken into account where children can reach and/or are encouraged to touch and interact with plants:

All plants should be non-toxic;

• Plants should ideally be low allergen (avoid wind pollenated plants and choose female trees as they do not produce pollen);
• Plants should not have prickly or sharp leaves;
• Plants close to faces should not have hard branches that might cause eye or facial injuries;
• The smell of plants can be both calming and distressing for different people. Planting should be arranged to provide different levels of stimulation to suit sensory preferences.

Resources:

For further information see AISF Part B sections 6.1 and 7.4. Accessible and inclusive sports facilities - Part B External areas

When developing the brief for new schools or major refurbishments, cross reference to PAS 6463 section 4 which contains specific considerations for neurodiversity as the project develops through the RIBA Stages. There is an Inclusive Design Overlay for the RIBA Plan of Work which should be reviewed for wider inclusion aspects.

Design Elements for School Grounds - Architecture and Design Scotland Design elements for school grounds: ideas to inspire | A&DS

Nature by Design: The Practice of Biophilic Design — Stephen R. Kellert (2018)

Ideal for primary schools because it includes clear examples of biophilic design in educational settings, showing what good vs. poor biophilic design looks like in places such as schools, healthcare, and workplaces. The strong visuals help educators envision child-friendly nature-integrated spaces.

Journal of Biophilic Design

4.2 Assistance animals

Some staff or learners may have assistance or emotional support animals. For example, dogs can be trained to warn their owners of the start of an epileptic episode, be reassuring to children with anxiety conditions, give warnings for people who are D/deaf, and guide people with sight loss. Allowance may be needed to create designated outside or inside spaces.