Views & Opinion
The role of architecture in making schools more inclusive and accessible
Comment by CLAIRE MANTLE, School Sector Lead at ADP Architecture
According to the latest government figures, just under 1.5 million pupils in England have special educational needs (SEN). The proportion of students receiving SEN support, or with an education, health and care (EHC) plan in place, is firmly on the up.
This year, the Government revealed its green paper for educational reform for children and young people with special educational needs and disabilities (SEND). The paper acknowledges that
too often those children’s outcomes fall behind those of their peers, and sets out proposals to identify pupil’s needs more efficiently, and to meet them more consistently.
While this paper is much needed to reset the SEND system, it can only be seen as a preliminary framework. They are ambitious proposals, but they’re only the first step in providing a robust and stable education system for young people with SEND – something that may take years, if not decades, to come to fruition. ADP works across many mainstream and specialist schools. Our experience from these projects has shown us the essential role that architecture and design can play in making schools more inclusive and accessible to a much greater proportion of the pupil population, including neurodivergent pupils. In fact, simple, carefully considered changes can have an almost immediate effect.
Of course, each child and every school is different, and our work rests on building an understanding of a school’s staff, pupils, parents and communities, and putting them at the centre of our thinking. This work has given us a detailed understanding of the range of factors that can affect people with SEND – such as how important the role of routine is to young people on the Autistic Spectrum Disorder (ASD). Dealing with the unexpected, planning ahead, shifting between tasks, and controlling impulsive behaviour can all be causes of anxiety for these students within the daily structure of school life. Many young people with ASD also have difficulty processing sensory information, as their senses can be intensified (hypersensitivity) or dampened (hyposensitivity). Some people with autism don’t like the sensation of touch and find it hard to regulate, while others have the opposite reaction. In addition, processing information can take longer for young people with ASD, and both socialising and communicating can be highly challenging. All of this goes to show that no single design solution can work for everyone. However, it is safe to say, for example, that unstructured times such as lunchtimes and breaktimes can be especially challenging for children and young people with ASD. Equally challenging can be the effort to navigate confusing building layouts, or to learn within a classroom space with too much stimulation and clutter.
As architects, we’ve found that designing a building which allows children to develop independence – feeling confident and
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comfortable within their surroundings – is one of the most important and straightforward ways to reduce daily frustration for pupils with ASD.
Schools can be large, confusing places for any student. The first step towards addressing this is to ensure that spaces are clearly zoned, with visible, legible entrances and exits. Another key consideration is proxemics – the science of understanding personal space, and how people move in amongst groups. Pupils with ASD generally need more physical space surrounding them, so we’d highlight the importance of wide corridors, generous room proportions, and multiple visible exit points.
To help children navigate a building independently, designing within a single storey is desirable, but obviously not always practical. Simple landmarks that help pupils to orient themselves can play a really important role in aiding independent navigation, as can signage that is simple, visual, clear and relevant.
The start of school can be very important for pupils with ASD, setting the tone of the day. The transition from drop-off to desk in particular should be free from distractions and obstructions. To make inside spaces as comfortable as possible, try to use natural, textured materials where possible, perhaps creating a sensory pathway through the school. Visuals should not be overstimulating – take “less is more” as your mantra.
In terms of light, it’s important to avoid direct sunlight into a space, or reflections that could be a cause of distraction. When designing anew, it’s possible to orient your building in a way that avoids solar glare – but retrofit projects demand a different approach. In this case, try using films on windows, for example, or replace overhead strip lights with uplights and diffusers to illuminate spaces more softly. High levels of noise can also pose a challenge for people with ASD. Deadening reverberations within a learning environment can be vital here, and as architects we specify products which are particularly good at absorbing sound when designing an inclusive classroom. There will be times when pupils with ASD will want to retreat and have time on their own, so it may be appropriate for classrooms to have adjacent “calm” rooms for reading and respite, and to incorporate quiet seating areas off corridors. Looking beyond the student community, it’s important to consider support areas for parents, and access to pupil therapy suites, sport, and hydrotherapy (if this level of support is possible).
With all students – not only those with ASD – it’s fundamental to feel a sense of belonging to their school. We always involve an element of co-design with students where possible – something we see schools doing themselves in ever more creative ways. Finally, it’s impossible to understate the importance of nature. When designing an SEN school, we always seek to understand how we can integrate the natural environment into the learning environment. Outdoor spaces relieve stress and anxiety, help develop social skills, and motivate learning – particularly for those with special educational needs.
While the Government’s green paper is a great framework for this set of new educational aspirations, we must acknowledge that these are long-term objectives – and they demand long-term thinking. It is up to everyone working with the school system to act now, creating spaces that have a positive impact on the education, wellbeing and everyday lives of the children who learn in them.
January 2023
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