How Your School Design Can Promote Equity Through Access

Key points:

For generations, school facilities have been designed for the average student, leaving neurodiverse people struggling in environments that do not meet their needs. However, recently, growing awareness of neurodiversity has begun to change the narrative of school design for students with unique learning styles.

Every student deserves to feel that school is a place designed with them in mind: a space where they belong and can thrive. A sense of belonging is key to promoting success and equity among all students, which has a profound ripple effect on their future. Using the built environment to promote equity in the classroom begins with understanding the sensory needs and learning styles of each student, whether in the classroom or on the playground.

interior design

Many neurodivergent students have sensory needs and sensitivities that can be accommodated through intentional school design choices. Standard school designs that have been around for 40 years or more can make you feel stressed and anxious. These feelings can hinder their ability to learn or lead them to act out, harming their academic performance and overall school experience. However, research and experience have shown that simple changes to the school design of hallways, shared spaces, and classrooms can transform the time a student spends in school.

Incorporating tactile details can help students meet their sensory stimulation needs. Small additions, such as textured walls, allow students to interact with the building itself as they walk from class to class. These tactile additions can calm agitated students, giving them a healthy outlet for your sensory needs. Placing these textured surfaces on walls or other non-centralized areas empowers students by allowing them to interact with the materials when they need to, which can be especially helpful for overwhelmed students who may already be struggling with sensory overload.

Designing dedicated sensory spaces across campus gives neurodiverse and neurotypical students an area to gather before tackling the next assignment or transitioning to a new class. While changing the lighting and incorporating sensory walls or water features makes these spaces particularly relaxing for neurodiverse students, sensory environments are calming for anyone who needs a break from the bustle of school, whether they are students or even teachers and administrators.

Even the furniture adapts to each student's unique learning style. Investigation consequently sample There is a link between comfort and productivity, but traditional school desks are not a comfortable learning environment. Many students do not sit at a table to do their homework at home, but instead rest in bed or on a couch. Replacing some traditional furniture with standing desks or beanbags allows students who concentrate better while moving, standing or slouching to thrive in a comfortable learning environment tailored to their needs.

outdoor design

Creating outdoor spaces that ensure all students have access to nature is essential to providing an equitable education. Time spent outdoors is essential and stabilizing for students, so creating spaces that are accessible to everyone is integral to the overall development of each student.

Playgrounds offer a wealth of creative design opportunities for all students. Incorporating elements such as a musical environment, edible gardens, or sensory trails encourage children with autism or other neurodiversities to interact with the space. Establishing inclusive school environments depends on providing play areas where neurodiverse students can feel understood and have fun. The positive impact extends beyond neurodiverse people and benefits all students who interact with these spaces.

A variety of outdoor environments allows all students to learn and grow through exposure to nature, which promotes their physical and mental well-being. Without carefully designed outdoor spaces to accommodate all learning styles, neurodiverse students may feel unable to enjoy their time outdoors, either because they cannot physically access different play spaces or because those spaces do not meet their needs. Designing spaces with each child in mind allows all students to benefit from the many advantages of time outdoors, which then translates into better concentration and behavior within the classroom.

No child should ever be excluded, especially at school. These research-backed designs can set every student up for success by helping them feel seen, included, and understood. However, the benefits of these changes go beyond neurodiverse students. By embedding inclusion into the physical fabric of the school and exemplifying it in classroom furniture, schools can educate neurotypical students about diversity through tangible examples and practical applications. Today, schools have a powerful opportunity to shape and shape their classrooms toward a more equitable future.