Mark Ellson, Director at Holmes Miller
As architects, we hold a profound responsibility to ensure the spaces we design not only serve a functional purpose but that people of all backgrounds and abilities can thrive in them. But ensuring inclusivity for all takes careful consideration and harmony to do well.
Think of it like orchestrating a symphony. The composer will ensure every instrument, melody and harmony can work together in perfect time to create a masterpiece. For architects, we must create spaces where every element of design, from layout to accessibility, harmonises to create an environment that welcomes and accommodates everyone.
When it comes to educational environments, this is a significant responsibility, particularly for children with special educational needs and disabilities (SEND). These needs can encompass a wide range of learning differences, sensory impairments or other challenges that can affect a child’s learning.
Because of physical and neurological differences, many students find certain aspects of the built environment uncomfortable or distressing. However, with the right design and management, we can create learning environments that will support their experience rather than hinder it. In recent years, there has been a growing recognition of inclusive design, and it’s encouraging to see more awareness and support. But with the number of SEND pupils in England being over 1.5 million, and increasing year on year, the traditional ‘one-size-fits-all’ approach to design simply cannot meet the diverse needs of today’s student population.
When it comes to government procurement, stripping it back to basics seems to be the easiest solution for design. And while I understand the logic behind minimising sensory triggers in the built environment, plain walls and few windows give these buildings a somewhat institutional feel. My question is, how do we evolve a brief for SEND schools that considers the different facets of each condition to endorse better wellbeing and allow children to get the most out of their education?
Design in, not out
When designing SEND schools, the focus should be on creating spaces that feel open and welcoming. Using raw materials like timber and incorporating plenty of natural light and ventilation is a route we’re pursuing at Holmes Miller.
In mainstream schools, there’s growing recognition that traditional approaches need to change. We’re seeing a greater need for breakout rooms in primary schools, providing quieter spaces for students who struggle in larger groups or require more one to one time with teachers. Children are learning differently, and our design codes must reflect that.
When I think back to one of our first SEND projects, I remember looking at the design brief and feeling like it was the exact opposite of what we should be doing. Rather than designing out, we should have been designing in.
We kept this in mind when updating our sustainability charter at Holmes Miller, and it prompted us to think outside the brief and consider ways that we could encourage neurodiverse-friendly design principles to create more inclusive spaces.
As architects, we have the power to drive good, inclusive design. By keeping wellbeing at the heart of our designs, we can start considering new ways of creating spaces that are accommodating, bespoke and collaborative to address the needs of every pupil, regardless of their abilities or challenges.
Accommodating
One of the key challenges we must consider in inclusive design is how to make the space accommodating to every pupil – physical accessibility being one element. Beyond just building codes and regulations, every aspect of the building must be considered. From entryways to wider corridors and access to toilets, good design must allow children with mobility impairments to navigate the space independently.
But physical accessibility isn’t the only limiting factor for children with SEND. Bright lights, confusing signposting, acoustics, odour and thermal settings can all be distressing triggers for neurodiverse children. By paying careful attention to these physical and sensory elements, architects can create accommodating spaces that are more comfortable, accessible and therefore more productive environments for pupils to thrive in. However, that doesn’t mean stripping it all back.
One of our most recent projects, is a perfect example of this. Daylighting and acoustics are a core focus for the re-design and are pivotal to how well a student can listen, understand and engage with their environment. To help with noise control, we plan to use materials, advised by an experienced acoustician, that will absorb sound and reduce the echo from hard surfaces. The layout of the school has several subdivided classrooms, so we’ve also incorporated glazed screens to reflect natural light from adjacent rooms and windows, creating a calming and comfortable environment for pupils.
Bespoke
Children with SEND often have diverse learning skills, needs and preferences which are tricky to meet with a one-size-fits-all design. In addition, what triggers one child will not always trigger another. Therefore, it’s essential that the built environment contains several smaller areas to accommodate as many needs as possible, ensuring everyone has a space that is right for them. Whether it’s creating quiet corners for children to unwind or providing alternative seating options for those with physical impairments, bespoke designs are a key component in designing for inclusion.
Collaborative
Looking beyond the physical environment, architects must also focus on creating and encouraging socially inclusive spaces. Outdoor play areas, for example, need to provide equipment for children of all abilities to use.
The aforementioned project aims to provide a multi-use educational and recreational space with three core functions; teaching, learning and playing. This not only creates a flexible space but also one that is sensory-rich for students to learn and grow.
The natural environment removes the physical and sensory barriers often present in traditional classrooms, offering more freedom to move and engage with learning in different ways. Outdoor learning also fosters social interaction, as the open space encourages group activities and cooperative play, allowing pupils to connect with their peers in a less structured, more relaxed setting.
Whilst we recognise that the delivery of new SEND accommodation is high on the agenda, for both local councils and the Department for Education, it is also critical that enough time is built in to the procurement process to engage with practitioners and create a bespoke design that carefully considers the unique challenges each pupil is facing. Short sighted design decisions and rushed procurement will only lead to a substandard learning environment and could potentially hinder pupils ability to learn and engage with their surroundings.
For architecture to last, it has to be loved, and that means being embraced by all its users, not just some. Those with SEND, and those without, are all children who should have the opportunity to play, interact and thrive. By investing in SEND design, we can provide communal spaces that encourage collaboration and social inclusion to create timeless and sustainable architecture that ensures everyone feels a sense of belonging.