As architects, we work every day to create spaces that benefit people. With 1 in 5 of us in the UK being neurodivergent, designing for neurodiversity is integral to the work we do. Until recently, there has been a lack of comprehensive design guidance specifically addressing the needs of neurodivergent individuals. This gap has often led to increased challenges for those navigating schools, workplaces, and public buildings.

Our talented architectural assistant Olivia has taken a step towards addressing this issue in her exceptional master’s thesis titled “Breaking Barriers: Designing Wayfinding Principles to Support Students with Autism”.

Olivia visited nine schools as part of the study—ranging from primary to college level, including both specialist and mainstream facilities. In tandem, she conducted interviews with professionals and individuals with lived experience, to gather valuable insight in the day-to-day difficulties faced. The findings were used to create a set of design principles aimed at removing the barriers currently faced by Autistic students. These principles include pathways, spatial layouts, signage, colour, acoustics, and lighting, addressing the unique barriers students with Autism may face. The design guidance can be applied to both new, purpose-built schools and existing schools that are being retrofitted.

The significance of this research cannot be overstated. The school environment plays a critical role in shaping a student’s development, making thoughtful design crucial for ensuring equal educational opportunities. Olivia hopes that her study can contribute to the broader movement toward inclusivity, fostering supportive academic environments where every student can thrive.

At GRADONARCHITECTURE, we strive to create inclusive and accessible environments, guided by research like Olivia’s and industry standards such as PAS 6463 Design for the Mind: Neurodiversity & the Built Environment.