Mainstream schools educate the majority of autistic children, yet many learning environments are not designed with sensory processing differences in mind. While some design strategies can be integrated into existing mainstream settings, others are more commonly found within specialist schools, where environments are purposefully shaped around neurodivergent needs. By examining where mainstream schools fall short and drawing on principles proven in specialist autism schools, this blog explores how thoughtful design can better support autistic children’s well-being, independence and ability to learn.
Where Mainstream Schools are Falling Short
In England 75% of autistic pupils attend mainstream schools. However, only 26% autistic children say they feel happy there; 74% of parents say their child’s educational needs are not met by the school[i]. Furthermore, an alarming 71% have experienced some form of lost learning with over 60% saying this lost learning has damaged their academic achievements and their mental health[ii]. Only 39% of teachers have received more than half a day’s autism training, this falls to just 14% for secondary school teachers[iii]. Autistic children are at an unfair advantage as mainstream schools are not designed to accommodate sensory processing differences and teachers aren't adequately trained on how to teach neurodivergent children
Understanding the Sensory Processing Differences in Autism
Over 90% of autistic children process sensory information differently to neurotypical children[iv]. Children present ranging sensitivities to stimuli
- Hypersensitive = heightened sensitivity to environmental stimuli.
- Hyposensitive = reduced sensitivity to environmental stimuli.
Another layer of complexity is added since most children display mixed profiles, meaning they may be both hypersensitive and hyposensitive to the different senses:
- Sight (Visual)
- Hearing (Auditory)
- Touch (Tactile)
- Smell (Olfactory)
- Taste (Gustatory)
- Balance (Vestibular)
- Body awareness (Proprioception)
- Internal feelings (Interoception)
Sensation-seeking behaviours are common across all the sensory subtypes; they are actions taken to increase sensory input when the autistic child is under-stimulated.
The complexity of autistic children’s sensory processing means singular uniform environment is unlikely to meet every child’s needs. That said, designing spaces that consider and accommodate everyone can be a challenge.
Creating Choice & Predictability Through Zoning & Wayfinding
Creating varied micro-environments within a space helps address this challenge by offering children choice and flexibility in how they engage with their surroundings. Quiet, low-stimulation areas can provide refuge for children who become easily overwhelmed, while more active or tactile zones support those who seek sensory input. This adaptability gives autonomy back to the child, fostering a sense of control, reducing anxiety and supporting emotional regulation.
Using different mini zones for different activities gives autistic pupils predictability that reinforces their routine, providing them with a sense of security and psychological safety. It can be a challenge to differentiate between zones without adding to visual clutter with signage. Using the floorplate is a great way to define activity spaces without overwhelming the senses. Different flooring can be used to create clear visual boundaries that help the children anticipate and adjust as they move between learning environments. Transitions carpet tiles provide a subtle yet effective way to signal change with creating abrupt sensory disruption.
Beyond zoning, transitions tiles can be used along corridors to reinforce wayfinding and clearly indicate routes through a building. Using colour to create paths helps autistic children understand where they are and where they are going. If used consistently throughout a school, wayfinding supports intuitive navigation and provides an additional layer of predictability. Flooring is a simple yet effective way that can aid independence and reduce anxiety, ultimately improving a child’s confidence.
Designing Acoustic Comfort into the Fabric of the School
Acoustic design is arguably one of the most important factors of autism-inclusive design as 50%-70% of autistic people experience noise sensitivity[v].
In environments designed for autistic children, acoustic comfort must be embedded into the fabric of the space rather than relying on behavioral control. Noise is often unavoidable, and it is unrealistic to expect children to remain quiet at all times. Sudden impact sounds, movement, and reverberation can quickly create overwhelming environments, increasing stress, distraction, and sensory overload. Treating acoustics as a material performance issue creates quieter, more comfortable spaces that support children.
Acoustic flooring plays a critical role. All Milliken’s carpet tiles have a built-in acoustic backing. WellBAC® Cushion reduces impact noise (by up to 36dB) and reverberation (0.3 Class D), softening sound, creating calmer more supportive learning environments. In areas where resilient flooring is required such as dining or craft spaces, acoustic performance remain essential. Milliken’s LVT with Flexform™ Sound backing (AAS 5.0 & AAW 5.0) delivers class-leading impact sound reduction of up to 19dB - compared to just 2dB for standard glue-down LVT.
Biophilic Design: A Tool for Calm
Biophilic design has the power to evoke calm, supporting emotional regulation by drawing on colours, textures and patterns found in the natural world. For autistic children visual input that mimics nature can be a way of introducing subtle pattern and texture to the classroom without being too overwhelming.
Thoughtfully placed plants and greenery can be incorporated to subtly divide the space and further define zones, this maintains openness while introducing a sense of separation and refuge, enabling supervision without the children feeling like they’re being constantly watched. Using greenery also softens the aesthetic and creates a space that feels nurturing rather than clinical and controlled, helping children remain calm and engaged.
How Thoughtful Design Can Support Well-Being, Independence & Learning
Implementing these design strategies along with effective teacher training can help autistic children feel more comfortable in their learning spaces. When the built environment is purposefully designed to accommodate sensory processing differences and reduce unnecessary stressors it supports learning instead of standing in the way of it. Neuro-inclusive design enables children to self-regulate, feel safe, and engage more confidently in their learning and education.
FAQs
What makes a school autism-inclusive?
An autism-inclusive school is designed to accommodate sensory processing differences rather than expecting children to adapt to a single, uniform environment. This includes managing noise levels, providing clear zoning and wayfinding, reducing visual overload, and offering a choice of spaces that support regulation, focus and comfort.
Why do mainstream schools often struggle to meet autistic pupils’ needs?
Most mainstream schools are designed around neurotypical learning behaviours and assume that one environment can meet all pupils’ needs. For autistic children, sensory overload, unpredictability and noise can create significant barriers to learning. Limited autism-specific training for teachers can further compound these challenges.
Do autism-inclusive design principles only apply to specialist schools?
No. While specialist autism schools are often purpose-built around neurodivergent needs, many design principles—such as acoustic control, zoning, and predictable wayfinding—can be applied within mainstream settings. However, some approaches are easier to implement in specialist environments where flexibility and sensory needs are prioritised from the outset.
Why is sensory processing such an important consideration in school design?
Over 90% of autistic children process sensory information differently, and many experience a combination of hypersensitivity and hyposensitivity across different senses. If these needs are not considered, everyday school environments can become overwhelming, leading to anxiety, distress and reduced engagement with learning.
How does zoning help autistic children in schools?
Zoning creates distinct micro-environments for different activities and sensory needs. Quiet, low-stimulation areas support children who are easily overwhelmed, while more active or tactile zones benefit those who seek sensory input. Clear zoning also introduces predictability, helping children understand what is expected in each space.
Can flooring really make a difference to autistic pupils?
Yes. Flooring plays a key role in both sensory regulation and wayfinding. Acoustic flooring reduces impact noise and reverberation, creating calmer spaces, while changes in colour or texture can subtly define zones and signal transitions without relying on visual signage that may increase sensory overload.
Why is acoustic design so critical in autism-inclusive schools?
Between 50% and 70% of autistic people experience noise sensitivity. Poor acoustics can amplify stress, distraction and sensory overload. Embedding acoustic performance into materials—such as flooring—helps manage noise at source rather than relying on behavioural control, which is often unrealistic in busy school environments.
How does biophilic design support autistic children?
Biophilic design uses natural colours, textures and forms to create calming environments. For autistic children, nature-inspired elements can provide visual interest without being overwhelming, support emotional regulation, and make spaces feel nurturing rather than clinical or restrictive.
Is autism-inclusive design only about reducing stimulation?
No. Autism-inclusive design is about balance and choice. While reducing unnecessary sensory stress is important, it is equally vital to provide spaces that support sensory-seeking behaviours. Offering varied environments allows children to self-regulate and choose what best supports their needs at different times.
How does thoughtful design support learning and well-being?
When learning environments reduce sensory stress and increase predictability, autistic children are better able to focus, feel safe and engage with education. Thoughtful design supports independence, emotional regulation and confidence, enabling children to participate more fully in school life rather than being limited by their surroundings.
[i] National Autistic Society: ITV Investigation Highlights broken SEND System
[ii] Ambitious about Autism: Lost Learning in Mainstream Schools
[iii] National Autistic Society: ITV Investigation Highlights broken SEND System
[iv] Autistica: Sensory Differences
[v] The Link Between Autism and Sound Sensitivity (Hyperacusis)
