HomeBlogSupporting Neurodivergent and Physically Disabled Students Neuroinclusive Classrooms and Spacesby Caroline J. Ketcham and Kira CampagnaJune 3, 2025 Share: Section NavigationSkip section navigationIn this sectionBlog Home AI and Engaged Learning Assessment of Learning Capstone Experiences CEL News CEL Retrospectives CEL Reviews Collaborative Projects and Assignments Community-Based Learning Diversity, Inclusion, and Equity ePortfolio Feedback First-Year Experiences Global Learning Health Sciences High Impact Practices Immersive Learning Internships Learning Communities Mentoring Relationships Online Education Place-Based Learning Professional and Continuing Education Publishing SoTL Reflection and Metacognition Relationships Residential Learning Communities Service-Learning Signature Work Student Leadership Student-Faculty Partnership Studying EL Supporting Neurodivergent and Physically Disabled Students Undergraduate Research Work-Integrated Learning Writing Transfer in and beyond the University Style Guide for Posts to the Center for Engaged Learning Blog Individually and collectively, we’ve spent a lot of time thinking about neuroinclusive spaces, particularly in higher education settings. What is a Neuroinclusive Classroom? You may be curious about the term neuroinclusive classroom. Environments such as these are becoming more popular in educational settings, as well as in the workplace, as the effects have been shown to offer substantial benefits for overall productivity (e.g., Hill and Epps 2010; Zhenjing et al. 2022). A neuroinclusive classroom is a specifically designed type of classroom that attends to how the physical space affects neurodivergent students. Sensory accessibility is the key factor of this design, as sensory interactions are impacted by light, sound, touch, taste, and smell. Physical spaces have an effect on all of these senses. Incorporating sensory-friendly elements like natural lighting, adaptable seating, and multi-sensory tools can help create learning environments that better include neurodivergent learners. Following these fundamentals, it is critical to keep in mind the overall goal of a neuroinclusive classroom: to make a space that is calming and not distracting for students. While providing materials such as fidget toys in your classroom is a starting point, improving the overall environment for students is necessary in order to ensure that all learners—especially those who are neurodivergent—can engage meaningfully, feel comfortable, and thrive academically without unnecessary sensory or cognitive barriers. Lighting Elementary education majors at Elon University get experience working in K-5 classrooms each semester. As I (Kira) continue to visit several elementary schools around the Burlington, NC area, I am becoming more aware of the potential layouts for classrooms. Students spend up to eight hours in school from Monday through Friday. With that being said, the environment in which they are learning plays a significant role in how they learn. For instance, fluorescent lighting is a staple for all the classrooms I’ve seen. However, several studies suggest that these lights cause adverse effects for students, such as headaches, eye strain, and reduced focus. Ultimately, this impacts students’ well-being and performance. Classrooms with large windows that allow natural light are generally the preferred type of classroom. Windows allow sunlight to enter the classroom, and students can view the outdoor environment throughout the day. This option is not possible for every school, so some teachers have made accommodations such as purchasing fluorescent lighting covers (Figure 1). These covers adapt the building’s lighting fixtures and allow for a more peaceful environment for students. This is a simple solution that can positively impact students’ learning. Figure 1. Mock classroom setup with sky-themed fluorescent light covers designed to reduce sensory overstimulation. Calming visual elements like these can support neuroinclusive learning environments by softening harsh lighting and creating a more soothing atmosphere for students.Source: https://www.autism-products.com/product/calming-covers-fluorescent-light-covers-space/. Neuroinclusive Seating Seating options also inform how neuroinclusive a learning space is. For further insight, see Emily Kibler and Caroline Ketcham’s (2021) blog post on flexible seating arrangements, “Ableism in Academia: Let’s Talk About Desks.” Caroline also addressed seating considerations in her resource page, Supporting Neurodiverse and Physically Disabled Students in Engaged Learning. Identifying Opportunities to Build Neuroinclusive Spaces As faculty, I (Carohave always looked for and to spaces that can be transformed, updated, or reimagined to be neuroinclusive. I have previously implemented yoga ball seating into a second grade classroom, and then assessed behaviors and seating positions students chose when given the opportunity to use seating in ways that helped their learning (Burgoyne and Ketcham 2015). As an associate dean, the opportunities are broader, and I have led two initiatives (with some education happening along the journey.) The first is a neuroinclusive lounge outside my office, and the second are two neuroinclusive classroom updates. I want to walk you through what I did in case it can help others advocate and educate. Neuroinclusive Lounge With some moving of offices and support staff in my suite, an alcove opened up that I immediately identified as an opportunity to transform into a neuroinclusive space that could be used for multiple purposes. I began by asking my colleagues if they would be open to me creating a multipurpose lounge space. Once all agreed, I reached out to the interior design team to see what we could create. When I talked about a neuroinclusive space, they began asking more questions with curiosity. This is a concept that had been in conversations in their professional circles, but what exactly does it mean? Did it mean high stimulation and fidget toys everywhere? Did it mean calm and cozy? We talked about all those possibilities, and that for this lounge I was looking for neutral colors, a variety of textures, softer lighting, and a place to decompress. An interior designer mocked up a plan for the space, we identified a budget, and we ordered components that included a lot of natural fabrics, neutral colors, and a variety of textures. Plus, we included a couple of swivel chairs with higher backs so people can be engaged in a group setting or turn and be solo with headphones on. Figure 2. A neuroinclusive lounge space featuring a variety of seating options, textured pillows, and soft, layered lighting. The mix of cozy, high-back swivel chairs, a leather couch, and poufs offers flexible, sensory-considerate seating. Thoughtful lighting and tactile elements support comfort and regulation for a range of sensory needs. Photo by the author. The lounge is now in place, and people are beginning to find the space (Figure 2). Someone in my office remarked, “I am confused—what makes it neuroinclusive? I want that to be my living room!” That, my friends, is exactly what neuroinclusive is: inviting for many different people, cozy in a way that feels engaging for a group or an individual. Inclusive is inviting for all, not special for some. This brings me to the classroom updates… Neuroinclusive Classroom Updates The two reimagined classroom spaces feature multiple seating options and a variety of desk heights. Some of the chairs have a slight wobble to support movement-based seating preferences. Because we were repurposing existing furniture, we had limited control over color selection. In one room, the chairs are a bright green, while the newly furnished room features dark blue seating. Previously, these classrooms only included the standard tablet-arm rolling chairs mentioned in the blog post above. The goal of the redesign is to create flexible spaces that support group seating and movable tables, while offering a range of seating options so students can choose what works best for them on any given day. This includes high desks and tall chairs for those who prefer to stand or avoid having their feet flat on the floor. My hope is that ongoing conversations about classroom updates will help inform and educate our designers to apply these neuroinclusive principles in all future classroom renovations and builds. As we prepare to break ground on a new building, the design team has already begun exploring additional neuroinclusive features for both classrooms and engagement spaces—and they were excited to share their ideas. Conclusion Overall, thinking about spaces, environments, and design is low hanging fruit in creating neuroinclusive environments. When we design for all, but focus on being neuroinclusive, the all centers those who might most often be left out. Centering the experience of those who have specific needs allows design to be accessible, inviting, and welcoming for all needs first. Happy designing! References Burgoyne, Molly E., and Caroline J. Ketcham. 2015. “Observations of Classroom Performance Using Therapy Balls as a Substitute for Chairs in Elementary School Children.” Journal of Education and Training Studies 3 (4): 42–48. https://doi.org/10.11114/jets.v3i4.730. Hill, Mary C., and Kathryn K. Epps. 2010. “The Impact of Physical Classroom Environment on Student Satisfaction and Student Evaluation of Teaching in the University Environment.” Academy of Educational Leadership Journal 14 (4): 65–79. https://digitalcommons.kennesaw.edu/facpubs/1308/. Ketcham, Caroline J., and Emily Kibler. 2021. “Ableism in Academia: Let’s Talk About Desks.” Center for Engaged Learning (blog), November 9, 2021. Elon University. https://www.centerforengagedlearning.org/ableism-in-academia-lets-talk-about-desks. Ketcham, Caroline J. n.d. “Supporting Neurodiverse and Physically Disabled Students in Engaged Learning.” Center for Engaged Learning. https://www.centerforengagedlearning.org/resources/supporting-neurodiverse-and-physically-disabled-students-in-engaged-learning/. Zhenjing, Gu, Supat Chupradit, Kuo Yen Ku, Abdelmohsen A. Nassani, and Mohamed Haffar. 2022. “Impact of Employees’ Workplace Environment on Employees’ Performance: A Multi-Mediation Model.” Frontiers in Public Health 10: 890400. https://doi.org/10.3389/fpubh.2022.890400. About the Authors Kira Campagna is a 2024–2026 Center for Engaged Learning (CEL) Student Scholar, collaborating with participants in the CEL Research Seminar on Affirming and Inclusive Engaged Learning for Neurodivergent Students. She is majoring in Elementary Education with a minor in Environmental Education. Learn more about the current Student Scholars. Caroline J. Ketcham is a professor of Exercise Science at Elon University and a seminar leader for the 2024–2026 CEL Research Seminar on Affirming and Inclusive Engaged Learning for Neurodivergent Students. She served as the 2021–2023 CEL Scholar, focusing on Supporting Neurodiverse and Physically Disabled Students in Engaged Learning. In 2023, she received Elon’s Distinguished Scholar Award. How to Cite This Post Campagna, Kira, and Caroline J. Ketcham. 2025. “Neuroinclusive Classrooms and Spaces.” Center for Engaged Learning (blog), Elon University. June 3, 2025. https://www.centerforengagedlearning.org/neuroinclusive-classrooms-and-spaces/.
