The ability to learn is a key element of what makes humanity so remarkable. Access to knowledge gives people agency, power, opportunity, and experiences that enrich one's life and bring meaning to one's existence. The spaces in which people learn are a part of this access to knowledge, and the design of these spaces can either uplift or inhibit people's ability to succeed in them. Educational spaces are complex environments that are incredibly impactful to the well-being of countless young minds who are the future of society. Too often, though, the designs of these spaces do not create an inclusive environment that allows all to be able to learn equitably. Around 20 percent of the U.S. population is neurodivergent, and many of the elements of design that are often found in schools and similar spaces hinder the non-neurotypical occupants' ability to learn. Designing for neurodivergent inclusive learning spaces is a complex situation and with the addition of factors like cultural values, stakeholder expectations, systemic boundaries, sustainability responsibilities, and implementation of biophilic design, creates a problem that is sincerely troublesome to unravel. It is up to designers to utilize the framework and lessons observed by others to best approach this situation.
Trinity Puryear (Wed,) studied this question.