Environmental Barriers to Learning: The Impact of Classroom Design on Neurodivergent Students

 

Serena F. Rizzi
Dr. Paul Yoder and Dr. Katrina Schmerold, Faculty Mentors

Previous research suggests that common design elements in traditional classroom environments may disrupt essential cognitive functions for all students, with disproportionately negative effects on students with neurodivergent disorders, particularly those with sensory processing differences. Evidence from observations, case studies, and surveys conducted in classroom settings identifies environmental factors that most commonly provoke sensory dysregulation. Literature produced by educators, psychologists, and interdisciplinary scholars offers practical and cost-effective environmental interventions that may better accommodate the sensory needs of neurodivergent learners. Such interventions include reducing the use of fluorescent lighting, providing alternative seating options, and implementing tools and structured expectations to support both sensory-seeking and sensory-avoidant behaviors. This paper argues that implementing low-cost, sensory-informed classroom design modifications can significantly improve cognitive functioning and learning outcomes for neurodivergent students while also benefiting the broader student population.

Keywords: Neurodivergence, Education, Classroom Design, Sensory Processing, Sensory Processing Disorder, Fluorescent lighting

Topic(s):Education
Psychology
Interdisciplinary Studies Capstone

Presentation Type: Oral Presentation

Session: TBA
Location: TBA
Time: TBA