This week, we’re exploring how to apply Universal Design (UD) principles to create a more sensory-friendly environment. If you haven’t learned about UD before, catch up with our Introduction to Universal Design article first!

If you’ve been inside a school building, you likely can agree that the design of most schools does not scream, ‘This is sensory-friendly space!’ at all.

Floors are typically linoleum or tile, large open spaces create echoes of laughter and chatter, and the smells are oh-so abundant. There are generally not too many natural opportunities for structured sensory input and/or sensory breaks.

For most students, learning cannot occur when their sensory system is being assaulted by their environment. While it’s impossible to proactively support each student’s sensory needs before getting to know them, you can apply Universal Design (UD) principles to decrease the need to reactively adapt your space a week, a month, or even halfway through the school year. 

Below are a few ideas that you could implement from the start of the school year to help make your classroom more accessible and inclusive of a variety of sensory needs from day one. 

Provide Flexible Seating

Investment: Varies

Can we all agree that most chairs in our schools are hard, uncomfortable, and not very conducive to learning? As an adult, I work in a variety of positions: reclined on my couch, laying on my stomach on my bed, standing on a wobble board at my desk, sitting on a stool at my desk, and sitting in a regular old office chair, with extra lumbar support, at my desk. In just one workday, I might use all of these different body positions to help me stay regulated and focused on my work! Although some elementary school classrooms seem to be designed to support student’s physical seating needs, there appears to be less tolerance for flexible seating as students progress through the grades. 

Regardless of the grade you teach or student abilities or needs, consider incorporating the following:

Exercise balls for use at desks or tables

Standing desks or taller tables for students who prefer to stand while working; another option could be allowing students to stand at a counter, if available

Soft mats, floor cushions, or carpets for floor seating options

Adjust the Lighting

Investment: Varies

Every time I am in a school, I ask myself: Who decided those lights were a good idea, and why are they everywhere? Proactively consider incorporating lighting adjustments that can support sensory regulation and learning, such as: 

Standing lamps or light coverings to reduce the harshness of overhead lights

Color-changing bulbs in lamps to allow for adjustment based on activity

Natural lighting in the classroom, if/when possible

Some students may need or desire more lighting to complete activities. Consider offering small reading lamps to any students who would prefer one or leaving one overhead light uncovered with an option for them to sit near it for more light. 

Dampen the Sound

Investment: Varies

Large open spaces and excessive hard surfaces can create a noisy environment. To address sound concerns in the environment, creatively dampen the sound: 

Lay carpets or rugs to help absorb sound; if cleanliness is a concern, mats could also be used

Add panels or other soft wall coverings, like foam behind canvas wall art, to reduce echo

Arrange the furniture in ways that reduce echos and create quiet spaces

Provide noise-canceling headphones for students and normalize their use by perhaps even choosing to use some yourself at times, keeping one ear free, of course so that you can maintain safety in your classroom. 

Allow Fidgets and Sensory Tools

Investment: Low

I know, I know. There are just so many fidgets. All the kids have them. It’s a lot, and if you proactively choose the fidgets that you’d be most comfortable with in your teaching space and provide them along with expectations related to their use at the start of the school year, you may have less need to reactively be the fidget-manager of your classroom. 

Choose fidgets that: 

• Make little to no noise. 
• Are not easily breakable. 
• Do not make great projectiles. 

Options include soft, textured objects, Tangles or other similar bendy items, and stretchy bands that can attach to chair legs like Bouncy Bands. DIY options like homemade stress balls using balloons and rice or o-rings with beads can be effective, too. 

Control Air and Smell Quality

Investment: Varies

Classrooms can sometimes have distracting or overwhelming smells, affecting students’ ability to regulate and focus. 

Consider: 

• Opening windows if/when possible
• Using an air purifier to improve air quality
• Avoiding attempts to cover up smell with strongly-scented sprays or diffusers

Next week, we’ll explore how to design your classroom with felt-safety in mind. While you’re waiting, make a list of items you may already have to help you create a more sensory-friendly environment, and reach out to some friends or family with kids that match the age of your students (or are older), to see if they have any free hand-me-downs for you! 

For more suggestions on how to create a sensory-friendly classroom, we recommend following Greg Santucci, OT.

This article is the second article that is part of a five part series about Applying Universal Design.