Abstract:

Neurodiversity recognizes that individuals perceive, process, and engage with the world differently, highlighting the need for inclusive approaches in design of learning environments for higher education. While much attention in design education focuses on accommodating diverse learning styles—auditory, visual, and kinesthetic—there is a growing imperative to consider neurodiversity in the design of the physical learning environment itself, particularly in studio classrooms where traditional layouts often overlook student well-being and mindfulness.

This research team investigated strategies to create neurodiversity-inclusive design studio spaces through a mixed-methods, evidence-based approach. The team conducted an extensive literature review, precedent analysis, and theoretical research to identify design strategies and materials that support diverse cognitive and sensory needs. Subsequently, a survey was administered to design students across multiple design disciplines and levels of experience to evaluate the impact of existing studio environments on student well-being, engagement, and learning outcomes. In-depth interviews complemented the survey data, providing nuanced insights into how studio design can influence focus, collaboration, and emotional comfort.

The findings demonstrate that targeted spatial interventions—such as flexible layouts, acoustic and lighting adjustments, and mindful material selections—can significantly enhance inclusivity and support the cognitive, emotional, and sensory needs of neurodiverse students. This research highlights the critical role of evidence-based design in creating equitable educational spaces and offers practical guidelines for educators and designers seeking to foster inclusive, resilient, and well-being-centered learning environments.

In this paper, the research team will share their research, findings, and lessons learned.

Keywords:

Neurodiversity, Inclusive design education, Evidence-based design, Design Education, Learning environments, Studio pedagogy, Cognitive and sensory accessibility, Mindfulness in design, Higher education innovation, Human-centered design, Student well-being.