Six ways that schools can make learning spaces more inclusive

He says, “It’s about giving students choice and control over how they learn and how they regulate themselves within a space. Every school can make classrooms and communal areas more inclusive without having to embark on a major refurbishment.”

Here, Andrew outlines six ways that schools can make their environments more inclusive -

1. Provide a mix of classroom seating choices
Not every student learns best sitting at the same desk, at the same height, for the entire lesson.

Providing a mix of seating options from standard desks to high tables, group settings, and softer seating allows students to adapt their environment to the task and their individual needs.

Andrew says, “This is about having options and giving students the ability to change where they’re sitting depending on the task they’re doing.”

At Freemantles School near Guildford, we installed different types of tables in practical spaces to give students choice, while at East Calder Primary School in Lothian, spaces within the building were utilised to create little pockets, such as cosy reading nooks. 

2. Build in spaces for self-regulation
Overwhelmed students don’t always need to be removed from the classrooms - sometimes they just need a moment to reset.
Repurposing small rooms, storage areas or group spaces into calm, low-stimulation environments gives pupils a space to regulate until they’re ready to return to the classroom.

“It pays to turn storage areas or meeting rooms into recalibration or quiet one-to-one zones,” says Andrew. “If a student is having an episode, they can go into the space and recalibrate.”

At Treetops SEN School, group rooms connected to classrooms are used flexibly by teachers, allowing them to respond to how their students need to use the space in real time. 

Andrew adds that linking to outside spaces is also very effective. He says, “At Grand Union Village, there’s a full-height window connected to the outside that was specifically installed to help students to self-regulate. “

3. Use visual markers for navigation
For many students, particularly those who are neurodivergent, finding their way around a school can be a daily challenge.

“With some neurodiverse challenges, there could be an inability to read text,” Andrew notes. “So, having visual wayfinding helps pupils navigate through the school.”

Colour-coded routes, symbols and floor markings all help to reduce wayfinding anxiety and support independence.

At Grand Union Village, graphics and visual markers can guide students through a building without relying on written signage.

4. Turn corridors into learning spaces
Corridors are often overlooked and used purely as a means to get from A to B, but they can play a critical role in inclusive design.

Where the space allows, they can accommodate breakout zones, learning booths, or small pods to enable students to step away from the classroom without disengaging from learning.

“Corridors can become quiet spaces during lessons,” Andrew says. “If students feel overwhelmed, they can step out and work in a booth.”

East Calder and St Kevin’s Primary School near Glasgow both demonstrate how corridor space can be used effectively for one-to-one or self-directed learning.

5. Design for calm, not stimulation
Colour has a direct impact on how students feel in a space. A calm, consistent palette often using softer tones can help to reduce overstimulation and create an environment where all students can focus.

“Using soft, pastel colour helps keep everyone feeling calm in the space,” Andrew explains. “Sound and lighting should also be considered.  Hard surfaces can amplify noise, and using sound-absorbent materials can combat this. Likewise, too much harsh, artificial lighting can agitate learners - where possible, natural daylight is preferable, and blinds are necessary to cut out glare at certain times of the day or year."

“Room temperature and airflow should also be considered. A room that is either too stuffy or very draughty will be uncomfortable for all learners.”

This isn’t about stripping personality from a school, but about making sure the environment supports concentration rather than competing for attention.

6. Rethink high-pressure spaces like dining halls
Communal areas can be some of the most challenging environments for students, with dining halls a particular challenge, as they’re often noisy, crowded and can smell strongly of food.

Andrew suggests offering alternatives: “Giving students a choice to use another room nearby to eat in can make a big difference.”

Providing smaller, quieter dining or break areas allows students to engage in school life without unnecessary stress.

Designing for inclusion benefits everyone
These six approaches aren’t exclusively for a single group of students - they improve the experience for everyone.

From flexible seating to better wayfinding and quieter breakout spaces, inclusive design creates environments that are more adaptable, more humane and ultimately more conducive to learning.

Often, it's not about large-scale rebuilds. It’s about making smarter use of the spaces schools already have and ensuring those spaces actively support behaviour, wellbeing and learning outcomes for every student.

For more insights and practical tips, watch our Designing for Emotional and Physical Well-being webinar with our MD Daryl Stanley, ex-bursar Claire Shaw and other experts.