For far too long, schools have been shaped without much consideration for a reality that impacts so many. In the past year, 87,000 young people in England were diagnosed with special educational needs (SEN), with the annual school census revealing that approximately 1.5 million students require tailored support - an understated figure given the time it takes to complete a thorough assessment. The UN's implementation of the Sustainable Development Goals reflects the acknowledgment that creating a fairer, more equitable world necessitates a greater commitment from schools worldwide to foster a change in mindset. Schools must be built or upgraded to ensure a safe, inclusive learning environment where all students can thrive - irrespective of their unique makeup. It's important to remember that neurodiversity isn't a one-size-fits-all definition. Instead, it comprises a spectrum of unique challenges, making it imperative to design educational settings that are inclusive of various neurological conditions - such as ADHD and Autism.

Equally, two students with the same condition are quite likely to have completely different learning needs. In many cases, neurodivergent individuals are either 'hypo' or 'hyper' sensitive to their environment, which can significantly impact their day-to-day life. People who are hyposensitive may have difficulty seeing, hearing, or feeling acute sensory details, meaning that they need more sensory stimuli to process information. They thrive in clearly-defined, highly stimulative areas that carry plenty of visual interest. On the flip side, hypersensitive individuals prefer controlled environments that won't overstimulate them, which can happen in areas with bright lights, unfamiliar smells, or busy crowds.

They prefer clean, orderly spaces that allow them to maintain focus. Taking both ends of the sensitivity spectrum into account, and everything in between, will allow a school to be more inclusive. Communal areas and social hubs - such as lunch halls or auditoriums - can be sensory nightmares without careful design considerations. To ensure a comfortable environment for everyone, spaces should be clearly defined based on their purpose, whether that's for eating, learning, or playing, to bring back a sense of structure and organisation. This could be achieved through varying floor levels, ceiling heights, or strategically placed furniture, for example. Private rooms for self-regulation should also be incorporated, where neurodivergent students have the flexibility to either quietly relax and focus away from the commotion or move and fidget freely without the risk of distracting others.

Materials make all the difference In addition to the layout, materials can have a huge impact on how neurodiverse students respond to their environment. For students who are sensitive to noise, using sound-absorbing and acoustic materials is a better choice. This will soften background noise, which could either be distracting or distressing, allowing them to stay focused. On the other hand, some individuals may be sensitive to bright, artificial light. Choosing to decorate classrooms with matte, low-sheen surfaces is a good alternative as they help to minimise glare, as opposed to shiny, reflective materials. Considering colour, texture, and pattern application is also crucial to prevent sensory overload. Areas meant to stimulate creativity and encourage interaction may benefit from vibrant colours to maintain students' engagement in activities. In contrast, tranquil spaces are better suited for muted tones and subtle patterns to reduce 'visual noise.'

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