Creating inclusive university spaces: AUDE’s toolkit for neurodiversity
In an era where diversity and inclusion are paramount, universities must ensure their campuses cater to all students and staff, including those with sensory processing differences.
The Association of University Directors of Estates (AUDE) has recently produced a toolkit designed to help institutions create environments where neurodivergent individuals can thrive.
Goals of the toolkit
The toolkit is available on the AUDE website and complements existing resources, including the BSI’s PAS6463 2022 guidance on Neurodiversity and the Built Environment.
Why neurodiversity matters in campus design
Neurodiversity encompasses a range of conditions, such as autism, ADHD, and sensory processing disorders, which affect how individuals interact with their surroundings. While estimates may vary, a significant proportion (over 70%) of disabled people have non-visible impairments, often overlooked in traditional campus design. An unsuitable environment can severely impact a student's ability to learn and perform tasks.
The AUDE toolkit aims to address this gap by guiding universities to move beyond basic accessibility standards and embrace dynamic, inclusive design.
Design principles
Creating inclusive environments for neurodivergent individuals involves three main principles: clarity, control, and calm. Clarity ensures spaces are logical and easy to navigate, while control allows users to adjust their environment or choose different areas for various activities. Calm provides quiet spaces for individuals to retreat when they need a break from sensory overload.
To put these principles into practice, it's important to consider sensory sensitivities like ongoing or sudden noises, bright or flickering lights, and visually busy environments. Clear signs, wayfinding aids, and rest areas along routes can help manage these issues. Additionally, providing quiet rooms and designing easy-to-navigate spaces can greatly improve the experience for neurodivergent individuals.
Optimising building design
Optimising building design for neurodiversity involves thoughtful planning at every level. This includes ensuring good connectivity with amenities and routes, offering various travel options, and considering safety for those who find noisy, busy places challenging. Access to green spaces, wider pavements, and alternative walkways can provide quieter routes and places for rest. Designers should minimise sensory overload by addressing factors like glare, reflection, and strobing effects from facade designs. Incorporating curved walls, rounded corners, and natural materials can reduce mental energy required to process the environment. Consistent signage, clear layouts, and thoughtful lighting can enhance wellbeing and improve navigation. By integrating these elements, universities can create environments that support neurodivergent individuals and promote a sense of comfort and wellbeing for everyone.
Challenges
At a time when financial constraints are causing many universities to scale back on development plans and utilise spaces more efficiently, the ability to be able to incorporate some of these design principles (for example quiet spaces) may be challenging. Those managing or redeveloping their legacy estates will face additional challenges of working within those existing constraints. However, while recommendations will vary by project, the toolkit provides valuable guidance, especially at the concept stage, to help navigate these challenges and implement effective solutions.
Conclusion
Inclusive design isn’t just about compliance, it’s about creating environments where everyone feels safe, focused, and valued. By adopting AUDE’s toolkit, universities can transform their estates into spaces that empower neurodivergent individuals and enhance community wellbeing.
AUDE members can explore the toolkit here.