As architects, we design spaces that benefit people every day. In the UK, 1 in 5 people identify as neurodivergent. This makes neurodiverse design central to our work. Until recently, the industry lacked clear design guidance for neurodivergent needs. This gap created extra challenges in schools, workplaces, and public buildings.
Our architectural assistant, Olivia, took action to address this issue. She explored the topic in her master’s thesis, Breaking Barriers: Designing Wayfinding Principles to Support Students with Autism.
Olivia visited nine schools for her research. These ranged from primary schools to colleges. They included both specialist and mainstream settings. She also interviewed professionals and people with lived experience. These conversations revealed daily challenges that many students face.
Olivia used her findings to create clear design principles. These principles aim to remove barriers for Autistic students. They cover pathways, spatial layouts, signage, colour, acoustics, and lighting. Designers can apply the guidance to new schools and existing buildings.
This research carries real significance. School environments shape student development. Thoughtful design supports equal access to education. Olivia hopes her work will support wider inclusive design efforts. She wants to help create learning environments where every student can thrive.
At GRADONARCHITECTURE, we commit to inclusive and accessible design. We draw on research like Olivia’s. We also follow industry guidance such as PAS 6463 Design for the Mind: Neurodiversity & the Built Environment.