Designing Learning Spaces for Neurodiversity

In the first two parts, we’ve explored the concept of neurodiversity—the natural variations in the way our brains function—and how understanding these differences can reshape the way we approach education. We’ve seen how these differences are not deficits, but rather unique strengths that contribute to a rich diversity of thought. Now, it’s time to discuss how we can design educational spaces that not only accommodate these differences but actively support and encourage neurodivergent students to thrive.

Creating learning environments that support neurodiversity requires a holistic approach—one that goes beyond simple accommodations to create a space where all students feel valued, understood, and empowered. A thoughtful, inclusive design can help neurodivergent students feel more engaged, reduce stress and anxiety, and allow them to learn in ways that suit their individual needs.

Designing for Flexibility

One of the most important aspects of designing inclusive learning spaces is flexibility. Traditional classrooms are often rigid—students are expected to sit at desks facing the front of the room, follow a set schedule, and engage with the lesson in the same way. However, neurodivergent students—like Alex, with ADHD—benefit from environments that allow for movement, choice, and autonomy.

The key idea is to create a learning space that offers a variety of seating arrangements to accommodate different learning styles. Here’s how:

• Height-adjustable desks: These allow students to choose whether they want to stand or sit while working. Standing can help students like Alex stay more engaged and focused, especially if they can move around while thinking.
• Rocking or fidgeting seats: For students who benefit from physical movement, seating like rocking stools or wobble chairs can provide an outlet for restlessness without distracting others.
• Soft seating: Cushions, bean bags, and even lounge chairs can provide comfortable, non-traditional seating options that make students feel more at ease, encouraging them to stay in the space longer and engage with learning materials.
• Collaborative seating arrangements: Grouping desks or tables together in a flexible way promotes collaboration, idea sharing, and discussion. Students can move around, change spaces, and work together in a dynamic setting that encourages creativity.

By allowing students to choose where they sit and how they engage with the material, we’re offering them a sense of agency over their learning environment—a critical factor in helping neurodivergent students feel empowered and respected.

Reduce Sensory Overload

Another significant challenge neurodivergent students often face is sensory overload. Traditional classrooms can be overwhelming for students with sensitivities to noise, light, or visual stimuli. The noise from other students, the buzz of lights + mechanical units, and the visual clutter of bulletin boards and posters can make it difficult for neurodivergent students to focus and stay regulated.

To create an environment that works for all students, we need to be mindful of sensory inputs and design with calm and comfort in mind. Here’s how:

• Acoustics: Noise can be a major distraction in a classroom. To manage this, schools can incorporate sound-absorbing materials such as soft flooring, acoustic ceiling panels, and wall coverings that help dampen ambient noise. In addition, color noise systems—such as white, brown, pink, or grey noise—can balance out distracting sounds, providing a more consistent and less intrusive auditory environment.
• Lighting: Harsh fluorescent lighting can cause discomfort and make it harder for neurodivergent students to concentrate. Providing adjustable lighting controls—such as dimmer switches or tunable white light systems—gives students the ability to control the lighting based on their individual needs. Maximizing natural daylight is also a great way to create a calming atmosphere and connect students to the outside world, reducing their reliance on artificial lighting.
• Color palettes: The use of color in the classroom is another way to create a soothing environment. For neurodivergent students, colors can have an impact on mood and focus. Soft blues and greens are often associated with nature and are known to reduce stress and promote relaxation. Lighter tones like pinks and lilacs can enhance concentration and create a sense of safety, while bright colors like yellow should be used sparingly as they can be overstimulating.

By controlling these sensory elements, we can create a low-stimulation environment that helps neurodivergent students stay focused, calm, and engaged in their learning.

Create Spaces for Movement and Decompression

Neurodivergent students, especially those with ADHD or sensory sensitivities, benefit greatly from having spaces where they can move and decompress. Movement and breaks are essential for maintaining focus and reducing anxiety. Without the ability to take breaks or engage in movement, students may struggle to stay engaged in the lesson and experience mental burnout.

Providing decompression zones within the classroom is one of the best ways to support these students. These areas could include:

• Quiet zones with low stimulation: These could be corner areas or separate rooms where students can go to regulate their emotions, take a break from the sensory overload of the classroom, and reset. Using soft materials and calming furniture—like high-back lounge chairs—can help create an environment that encourages relaxation.
• Movement spaces: For students like Alex, who benefit from constant movement, incorporating areas where they can stand, pace, or engage in gentle physical activity while learning can help them stay focused. Active seating, like rocking stools or balance balls, allows students to move while they work, helping them regulate their energy without disrupting the class.

By allowing students to move and take breaks, we create a classroom environment where they feel supported and understood—not punished for their need to move or step away from the group.

Empower Students Through Choice

Ultimately, the goal of a neurodiversity-focused classroom design is to give students more control over their learning environment. Students who feel in control are more likely to feel empowered, leading to greater academic success. Offering choice in the classroom—whether in how students engage with learning materials, where they sit, or how they manage their time—gives them the opportunity to adapt the environment to their needs.

This flexibility allows students to experiment with what works best for them and, over time, helps them develop skills in self-advocacy and self-regulation. For example, a student like Alex might discover that they focus better when they can listen to soft music while working, or when they have access to a fidget tool. Providing those options allows students to own their learning process and take responsibility for their success.

By creating inclusive, neurodiversity-focused classrooms, we not only support students like Alex, but we also foster a deeper appreciation for the diversity of thought that each student brings. The design of these spaces—the physical environment, the technology, and the mindset of educators—can make a profound difference in the lives of neurodivergent students. These changes aren’t just about helping students with neurodivergent brains to succeed; they’re about creating a space where every student, regardless of their brain wiring, can bring their best selves to the classroom.

As we move beyond Neurodiversity Celebration Week, let’s continue to rethink and reshape our classrooms, ensuring they are places where all students are supported, valued, and empowered to reach their full potential.

When we design for belonging, we create spaces where every student can thrive.