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

7. Temperature and air quality

This section covers many of the services that enable buildings to be comfortably used, such as heating, ventilation and air conditioning. People who experience sensory differences are often more profoundly impacted by variations or extremes in air quality, temperature and humidity as well as scents or odours in the environment. These factors can be very dynamic and are affected by the time of day, season, weather, occupancy and activity as well as the individual’s interoceptive ability or bodily sense.

The sense of smell (olfaction) is known to be hypersensitive (hyperosmia) in some neurodivergent individuals, as well as being a factor in other conditions, such as hormonal changes (eg during pregnancy, menstruation or menopause), as well as Long COVID. Ventilation is very important in removing odours and allergens from internal environments. Listed right are actions that can help:

7.1 Reduce sources of smell

• Select building products, furniture and materials with low VOCs (Volatile Organic Compounds);
• Procure scent-free cleaning products and low scent air fresheners;
• Activities, such as arts and craft, may use materials like glues, paints or clay that can produce unwanted smells. Use low odour products to reduce this risk;
• Choose indoor plants that help air quality (such as Bamboo Palm and Snake Plant), and are low scent and hypoallergenic;
• Consider providing shower and laundry facilities and storage for spare clothing to accommodate a range of circumstances.

7.2 Provide appropriate ventilation

• Consider purging buildings by ventilating out of hours to remove odours;
• Ensure humidity levels are controlled – high humidity can particularly affect some neurodivergent people, including people with epilepsy;
• Ensure extract systems are adequate for areas producing smells such as canteens, kitchens, Design and Technology wood, metal and plastic workshops, science labs, toilets and bins. Being able to close doors may help;
• Encourage staff to make localised adaptations to address air quality, temperature and odours in the classroom, such as opening windows, switching on extraction fans and/or adjusting heating. Adjustments should be made taking note of external conditions e.g. wind, temperature, dust, smells, noise.

Clarity

Spaces associated with strong smells could be identified eg changing rooms, toilets, dining, crafts.

Choice

Live sensory mapping may allow strong smells to be avoided.

Calm

Ensure extracts and fans are low noise.

7.3 Temperature

Some people have difficulty distinguishing hot from cold, either in their own bodies or when touching surfaces. These issues can lead to discomfort, distress or danger and are not limited to young children.

• Allow flexibility in clothing as some people may not sense hot and cold accurately;
• Keep surfaces within safe temperature ranges as some people may not be able to sense danger through touch;
• Identify preferences of location from warm to cooler e.g. sit close to a window.