Designing for SEND, Equality, Diversity and Inclusion in Schools

We believe that the physical environments we create should reflect the values of inclusivity that schools strive to instil. This is especially crucial when considering students with Special Educational Needs & Disabilities (SEND), who require spaces that support a broad spectrum of physical, emotional, behavioural and sensory needs.

Creating inclusive school environments goes beyond compliance with regulations. It's about embedding the principles of accessibility and equality into the heart of design. By considering diversity from the outset, we can ensure that all pupils, regardless of ability or background, have the opportunity to thrive.

Reimagining Learning Spaces for SEND

Students with SEND often have unique needs, ranging from sensory sensitivities to mobility challenges, emotional or behavioural regulation and learning difficulties. For architects, designing for SEND means crafting environments that are supportive of diverse learning styles and equipped to respond to evolving pedagogies, technology and a broad spectrum of needs. A one-size-fits-all classroom layout is not appropriate; we create agile spaces that can respond quickly to varying learning scenario demands.

1. Sensory-Friendly Design

Many students, especially those with autism and sensory processing disorders, thrive in environments where sensory overload is minimised. Sensitive design of elements like lighting, acoustics, colour and the application of seamless finishes can ensure spaces are calming rather than overwhelming or over-stimulating. Quiet rooms and sensory spaces are essential for providing pupils with a place to regulate their emotions or take a break from the intensity of a busy classroom. These spaces are designed with soft textures, gentle lighting and soothing colours to offer pupils a retreat when needed.

At Field View, a residential project commissioned by the National Autistic Society, we designed safe, low-arousal living spaces for adults with highly complex needs at the severe end of the autistic spectrum. Set in a tranquil parkland setting, the design balances independence with support, demonstrating how architecture can positively impact quality of life.

2. Flexibility and Adaptability

Classrooms that can be easily reconfigured to suit different activities and the varying needs of pupils are increasingly in demand in SEND-inclusive design. Movable partitions, adjustable furniture and multipurpose spaces allow educators to tailor learning environments for individual needs. By incorporating these elements, we help schools offer more personalised learning experiences.

At Kemball Special School, in Stoke-on-Trent, perimeter fixed worksurface and cupboards, maintain a clear and flexible activity zone. The floor provides both a resilient finish for wet and messy activity and a carpeted zone, supported comfortable floor working. With modular and easily reconfigured furniture, pupils can collaborate whether seating at conventional classroom desks and chairs or utilising one of their specialist mobility aids or appliances, creating an inclusive and rich learning experience for all pupils.

Designing corridors and shared spaces to accommodate students with physical disabilities is also crucial. At Castle Wood School in Coventry – the first school to be procured under the City’s Inclusion Programme – circulation spaces opened to provide shared practical and break-out zones. With modular furniture and connection to the rich learning landscape, the opportunities for learning were broad and exciting.

Wider doorways, ramps and lifts ensure mobility-challenged students can navigate school spaces with independence and confidence. Thoughtful spatial design goes beyond meeting regulations; it empowers students. At Garston Manor School in Watford, pit-stop benching is designed into the fabric of the circulation zones and allows pupils to ‘take a breather’ on their journey through the school.

Championing Diversity and Inclusion in Mainstream Schools

1. Inclusive Design for All Learners

Inclusion means designing for everyone. It's about creating spaces where every student feels valued, seen and supported. This extends beyond SEND to embrace cultural, racial, gender and socioeconomic diversity. We approach each design choice with inclusivity at its core, ensuring that schools are places where all students belong.

Shared spaces like assembly halls, libraries, practical spaces, break-out zones and outdoor play and learning spaces must foster a sense of community. 

Schools increasingly use design to celebrate their diverse populations, incorporating graphics, artefacts, colour, texture and fragrances to create a range of stimuli and engage pupils with sensory impairments.

At Castle Wood School, home zones were created, each with its own personality.  Each zone has its own colour scheme, with a patterned and textured entrance, identified with a number and pictogram. Flexible spaces that support collaboration, creativity, and quiet, reflective work contribute to a more inclusive atmosphere for various learning styles and physical and sensory needs.

Clear flexible space, modular furniture and coloured window film enable pupils and teachers to configure their space to accommodate a range of activities and pupils’ needs in a stimulating and attractive environment, with low level sills, ensuring a connection with nature even when engaging in floor-based activities.

2. Outdoor Spaces as Equalisers
Inclusive outdoor spaces offer incredible potential for fostering interaction and emotional wellbeing. Accessible play equipment, sensory gardens and inclusive pathways create environments where all students can participate and feel welcome. Nature-based play, including sensory trails and green spaces, offers students with emotional regulation challenges an opportunity to explore and decompress in a natural setting.

Collaboration and Consultation: A Key to Success

True inclusivity requires collaboration. Working closely with educators, SEND coordinators, therapists, parents and pupils ensures the design meets practical needs. Engaging pupils in the design process can also provide invaluable insights. At CPMG, we’re committed to a consultative approach that empowers those who will use the space the most.

We always suggest a ‘day-in-the-life’ as a kick-off to our collaborative design process. It’s vital that we understand the needs of both pupils and staff. It’s essential to learn how a building, it’s relationship of spaces and the properties of a room can hinder its activity and impact dignity and wellbeing as well as providing safe, nurturing and efficient spaces that are equipped to respond to diverse needs. So, we shadow pupils and staff, observe, ask questions, listen and understand and share thoughts on how to make improvements and boost wellbeing and learning outcomes.

We’ve created fun, collaborative activities to engage pupils in thinking about their environment, colour, brand and features and we’ve even been asked to ensure that we provide a comfortable home for the dragon!

The Future of Inclusive School Design

The spaces we design today will shape the experiences of future generations. It's crucial that we prioritise environments where every pupil feels safe, supported and able to achieve their best. The future of school design lies in continually exploring new materials, technologies, and design approaches that support diverse learners. Whether through adaptable classrooms, inclusive outdoor areas or sensory-friendly spaces, designers play a vital role in creating educational environments that align with the values of diversity and inclusion.

At CPMG, we believe that inclusive school design is not just about meeting regulatory requirements. It's about understanding and responding to the needs of every pupil and every member of staff and integrating inclusivity into the very fabric of learning environments. By working collaboratively with pupils, educators and the wider community, we can shape learning environments that empower all students to reach their full potential.