WITH many SEND (Special Evidence-based design is key to achievin Educational Needs and more inclusive mainstream schools. HKS Disabilities) schools at capacity researchers recently collaborated with thand an increasing number of children US-based nonprofit Center for Advancedge Design Research and Evaluation (CADRE),the Uplift Education school system, and the American Society of Interior Designers on a study called “Enriched environments to support social and emotional learning”. This study resulted in a visual design guide that highlights strategies that are proven to make learning environments more inclusive, to benefit all pupils, staff and visitors. These strategies range from small interventions, such as introducing pot plants into learning and circulation spaces, to designs for all-new builds. They include considerations of the sensory environment and design strategies top revent exclusion, to enable SEN children to maximise educational success. School thresholds enhance a sense of place and ownership and act as the transition point into or out of the school day. The design of the school threshold can be a great asset or a barrier to some pupils. It should be open, warm and welcoming, to encourage pupils who experience school anxiety to enter the building. Thresholds should also be safe and offer pupils an option of routes tot he main circulation spaces. Thoughtfully designed circulation spaces can ease the experience of al pupils, particularly those who haves ensory triggers. For example, widening corridors creates open space forincreased pupil interactions and selfdirected learning activities. Wider school corridors can also help reduce bullying and harassment whilst enabling pupils, especially those on the autism spectrum, to feel more comfortable because their personal space is not as impeded. HKS implemented this design feature at Croxley Danes school, which incorporated open learning areas into the corridors to avoid a tunnel-like feel. Inreceiving EHCPs (Education, Health and Care Plans) due to a mix of factors, the SEND system in England is facing increasing pressure. This pressure is spilling into the mainstream schools and diminishing their SEND resources. Inaddition, children are being placed in SEND schools outside their local area, which negatively impacts their families and the finances of local authorities. The demand for SEND services has been rising since 2016, with a 5% increase from 2022-2023 alone and no slowing up is envisaged. The Government endeavours to resolve the issue by creating more specialist SEND places in mainstream schools. The 2025 October Budget awarded additional capital funding of £740m. While the budget is in place to enable mainstream schools to provide more specialist SEND places, it is important to note that the entire school campus must be designed to consider the needs of SEN pupils. This design approach ensures all children, including those with autism,dyslexia and other conditions, have equal access to education and opportunities to fulfil their potential.other schools, like Northfleet TechnologyCollege, which was designed according to an earlier specification, corridors are few and far between. At Northfleet, external access to classrooms and large central spaces serve as the circulation conduit. The current education budgets and specifications in England would benefit from amendments to allow today’s designers to incorporate this type of extra space in circulation areas. Northfleet Tech We often think about acoustics in a classroom, but sound quality is also important in circulation and entry points. Improving reverberation through good acoustic design and avoiding patterned or reflective surfaces aid in creating neuroinclusive, more comfortable and tranquil spaces for all users. Enhanced acoustics are very beneficial within classroom spaces. Reducing the reverberation in the space and increasing the acoustic rating of partitions in line with SEND standards enables higher levels of concentration inall schools, as these design strategies reduce audible disturbances.

Reducing the reverberation decreases the amount of echo in the space, and therefore leads to improved speech intelligibility and perception, as well as improved listening and comprehension. Good acoustic design also reduces teacher burnout. Improved acoustics have been well received within the specialist SEND suite HKS recently completed at Hardingstone Academy.Having control over any learning space benefits all users. For pupils with SEN, autonomy is especially important. Sensory control enables these pupils togain individual comfort, which candecrease distractions in class, improvemental alertness and potentially requirefewer episodes of re-regulation. Sensory control can take many forms in thedesign of a learning space. These include providing open able windows and creating opportunities to go to a different area ofthe classroom to learn, such as a sensory pod or a breakout space outside. Sensory hubs can be very advantage ous and help pupils regulate themselves onceover-stimulated. This results in more timein the learning environment and enhancesparticipation in class. Sensory rooms, such as the specially designed space HKS provided at Hardingstone Academy, can also play a key part in helping childrenr egain emotional and behavioural control. Biophilic design is a way of designing buildings and other environments to Hardingstone Academy (and above) connect people with nature. HKS’ researchin to social and emotional learning highlighted the benefits biophilic designcan bring to learning environments. Biophilic design supports cognitive function,physical health and psychological wellbeing; it helps people think coherently, relaxin a space and find clarity. This approachcan easily be brought into existing schoolsand new schools that are currently being designed. For example, having views of nature from the classroom can bring real benefits. Nature views can also be accomplished through the placement of indoor plants, which have the additional benefit of improving air quality. Views of nature are also proven to increase the perception of creativity, increase attention restoration and reduce stressrecovery time, which has a direct impacton learning outcomes. Staff also report increased well-being, productivity and decreased stress and anxiety whe provided with views of nature. Purposeful design can transform educational spaces, ensuring no studentis left behind. Even small moves in the design of a mainstream school can have abig impact in making learning environments more inclusive, so more pupils can achieve and flourish  www.hksinc.com