The importance of considering neurodivergence in built environment design

Olivia Summers, Architectural Assistant at Gradon Architecture, discusses the importance of considering neurodivergence in built environment design.

Architecture is all about people. From individual buildings to entire communities, architecture shapes the world around us and our perceptions of it – and it has the capacity to improve people’s quality of life.

Despite growing awareness, there remains a significant gap in guidance for architects when it comes to designing neuro-inclusive spaces. With one in five of us in the UK being neurodivergent (according to the Department for Education’s 2024 academic statistics), it is crucial for architects to create spaces that are thoughtfully designed to meet the needs of all users.

Neurodivergence encompasses a diverse, unique range of strengths and challenges among individuals, which defies any notion of a ‘one-size-fits-all’ approach. This highlights the importance of recognising each person’s individual needs and capabilities, rather than assuming uniformity in how people think, learn and interact with the world. Autism, ADHD, dyscalculia and dyslexia are just a few examples of neurodiversity.

Until recently, there has been a lack of comprehensive design guidance to specifically address the needs of neurodivergent individuals. This gap has often resulted in increased challenges for those navigating schools, workplaces and public buildings. The introduction of Neurodiversity & the Built Environment – PAS 6463 in 2022 marks an important stepping stone in addressing this issue. However, further research and design guidance for architects is important to ensure that spaces are not only accessible but also inclusive.

Further research

I have taken a step towards addressing this in my master’s thesis Breaking Barriers: Designing Wayfinding Principles to Support Students with Autism. I’m researching the current wayfinding provisions and barriers within educational settings for students with autism as they navigate their way around their school. As part of this, I visited nine schools ranging from primary to college level, including specialist and mainstream facilities. In tandem, I conducted interviews with professionals and individuals with lived experience to gather valuable insights into the day-to-day difficulties they face. 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. The design guidance can be applied to both new purpose-built schools and existing schools that are being retrofitted.

Architects have a professional responsibility to integrate neurodiversity into their design processes, especially as the introduction of PAS 6463 is dedicated to encouraging design considerations for neurodivergent people within the built environment. Hopefully this standard will help to address the notable gap in understanding neurodivergence and encourage greater focus on neurodiversity when designing. This in turn will make a positive contribution to the broader movement towards inclusivity, fostering supportive academic environments and workplaces where every person can thrive.

Neurodiversity & the Built Environment – PAS 6463 b.link/BSI_PAS6463
Apprenticeship Q&A with Olivia b.link/GradonArch_Olivia

Image credit | AW SPACES