Designing Purposeful Learning Spaces for Neurodiverse Students in Higher Education

With increasing attention among the institutions of higher education and the design community to provide inclusive and equitable environments for all user groups, the need to design learning spaces for neurodiverse students is critical. To date, most design recommendations target the user groups with Autism Spectrum Disorders (ASDs), a subpopulation among neurodivergent individuals, and very few studies focus on higher education settings. There is a need for fine-grained research on formal and informal learning spaces in higher education institutions and how their designs (layout, lighting, finishes and furnishings, and technology) can support learning, and success of a wider range of students. This chapter delves into the intersection of neurodiversity and higher education, exploring how the built environment can be optimised to support the learning needs and preferences, strengths, and dignity of neurodiverse students. Through a comprehensive review of literature and empirical research, including interviews with neurodiverse students, design strategies and guidelines that address not only the needs of this unique population but also enhance the educational experiences of all students, are proposed.