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ROUND TABLE REVIEW: EXPLORING SOLUTIONS FOR INCLUSIVE & SENSORY DESIGN IN EDUCATION
“In education, it’s often chosen because it feels neutral or modern, but in reality, large expanses of bright white can appear harsh and clinical, especially under artifi cial lighting. Introducing softer tones and subtle contrast can help make learning environments feel calmer and more supportive.” Buro Happold’s Hewitt added that with “visual clutter” being a problem in school classrooms, muted colours would be helpful. Later, Scott highlighted the importance of maintenance and ongoing education for estates teams: “Architects, designers and specifi ers might get it right initially, but once a building is operational, maintenance teams need the same awareness. I know of one London school where the interior was repainted in white and grey – incidents of disruptive behaviour noticeably increased.”
Conclusion
If the Government seeks to incorporate far greater numbers of SEND children and young people into mainstream settings in as smooth and harmonious a way possible, it has to allow designers and stakeholders into the discussion, early, this is also essential to ensure that each setting’s particular set of requirements are met. It is critical to open up dialogue between design teams, clients, and end users, and allow time for fruitful discussion to emerge. As Claire Barton summarised: “What really matters to us as architects is making a difference, so the best conversations we are having is with the schools themselves.”
Delegates agreed this round table was an important example of the collaboration that was needed across the sector, and suggested it could be a springboard for a network collating evidence to inform a practical inclusive design strategy. This was one of several takeaways, summarised in the box here. We are very grateful for all delegates’ contributions, and for the support of our sponsors, Dulux Trade and Interface.
RECOMMENDATIONS FROM THE ROUND TABLE FOR GOVERNMENT & INDUSTRY
• We need inclusive design champions, data collected in one place and everyone doing the same thing – and interaction with universities.
• It’s important that we talk about the physical environment, but that we overlay it with culture and behaviour. SEND children don’t want to stand out.
• Move away from siloed thinking, and make sure inclusive design champions are a priority, and budget is set aside for them.
• Share the lessons we’ve learned in SEND design and bring them into the mainstream.
• If we understand the value of data, inclusive design specialists, and evidence from research and practice, we will be more confi dent to build the business case for inclusive environments.
• There’s not enough understanding in Government of how the construction industry works, and until we have someone from the industry in there, it’s going to be very hard. We also need design CPD programmes for teachers.
• The value of inclusive design should be recognised to allow all pupils in schools to benefi t.
• Increase the planning time available for inclusive stakeholder engagement; also ensure fl exibility to cater for a range of user needs.
• We need a rethink about the total space budget in new schools for inclusive design to work; this group could be a good lever.
• Whether pupils have an Education, Health and Care Plan (EHCP) or not, they may have additional needs. Design guidance for SEND and for mainstream schools are not completely separate things.
NOT ALL SPECIALIST DESIGNS ARE TRANSFERABLE
Kathryn Gundry made the comment that early feedback from teachers was essential to avoid adopting challenging designs from SEND schools in the mainstream
WWW.ARCHITECTSDATAFILE.CO.UK
ADF SEPTEMBER 2025
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