The study room in NYU’s Bobst Library has been designed for neurodiverse students and others who seek a calm study setting. Photo by Tracey Friedman.
It is estimated that 10 to 30 percent of students in higher education (HE) in the United States are on the neurodiverse spectrum, with conditions such as autism, ADHD, dyslexia, dyspraxia, and other learning disabilities. While the exact figure is difficult to determine due to the reliance on voluntary self-disclosure, research points to a clear trend toward more students identifying as neurodivergent as they enter HE institutions.
This increase presents growing challenges for educators and institutional leaders who must start adapting to meet the needs of this diverse and often overlooked group.
Studies suggest that neurodivergent individuals often feel less accepted and supported within academic settings, primarily because there aren’t enough specialized resources or learning environments designed to accommodate their needs. This lack of support can lead to higher levels of stress, anxiety, and isolation. Many neurodivergent students also report feelings of inadequacy, helplessness, and a general lack of understanding from their peers and instructors. If not addressed, these challenges can significantly hinder their academic success and overall well-being.
As a result, it is no surprise that data shows neurodivergent undergraduates are more likely to drop out of higher education than their neurotypical peers. In fact, studies consistently indicate that the dropout rates among neurodivergent students are disproportionately high. This highlights the urgent need for educational institutions to provide better tools, resources, and academic support structures tailored to these students. Schools must recognize that this is not just a matter of equity but also an opportunity to improve student retention, experience, and success.
Adapting Spaces
However, it is not enough for universities to simply add resources; they must also adapt available spaces on campus. Facilities managers can play a particularly crucial role in creating neurodiverse-friendly environments that foster accessibility and help reduce the sensory overload often felt in un-adapted spaces.
Research has shown that certain campus spaces can be particularly challenging for neurodiverse students. Locations with bright fluorescent lighting, high noise levels, and confusing layouts are common culprits. For many neurodivergent individuals, these environments can lead to sensory overload, resulting in migraines, headaches, difficulty concentrating, or even an inability to hear and focus on conversations. Some neurodivergent students may also find it difficult to communicate effectively or process information in environments they find too chaotic or disorienting.
One survey of neurodivergent undergraduates revealed that many students tend to avoid large sections of their university’s campus due to these sensory challenges. For instance, classrooms or lecture halls without windows or closed doors were frequently mentioned as sources of discomfort.
Similarly, wayfinding around campus—finding one’s way to different classrooms or buildings—was a major concern. Students frequently noted that poor signage, confusing layouts, and disorganized numbering systems added unnecessary stress to their daily routines. As a result, many neurodivergent students feel confined to only a small area of the campus, limiting their academic experience and contributing to anxiety. The issue is compounded by the fact that these students often feel disconnected from the broader campus community, leaving them with a heightened sense of isolation and exclusion.
Facilities managers can take several steps to address these issues. One solution is to create a range of low-sensory spaces where students can seek comfort when they need a break from overstimulation. Quiet rooms, study areas with soundproofed doors, and spaces with natural lighting (instead of harsh fluorescent bulbs) are all relatively simple and effective additions.
Research has also shown that poorly designed rooms and disjointed spaces exacerbate sensory challenges. In these cases, thoughtful adjustments to room layouts to make them more practical – along with clear identification and separation of each space – could significantly improve the campus environment for neurodivergent students. By offering these low-sensory spaces, institutions will allow students to regain focus, feel supported and secure in their surroundings, and avoid the sensory overload that often hampers productivity.
Additionally, providing detailed, easy-to-follow campus maps and clear signage is essential. This could be enhanced with the use of digital technology – such as color-coded maps or interactive guides – that help students navigate the campus with confidence.
A Game-Changer for Some Students
Integrating this adaptation within your campus scheduling solution could be a game-changer, particularly with a system that allows students to view available study spaces in real-time, along with their sensory preferences (such as lighting and noise levels). The scheduling system should ideally let neurodivergent students choose the spaces that best suit their needs and book them ahead of time, thus significantly reducing uncertainty and stress.
By offering this level of support, campuses can create environments where neurodivergent students feel more secure and empowered to engage in their studies and connect with the campus community.
Incorporating these kinds of changes into campus design and technology will not only help neurodivergent students feel more comfortable and supported, they will also create a more inclusive environment for all students.
The ability to pre-book rooms and have a sense of control over the sensory environment can improve both academic outcomes and students’ well-being. These initiatives also foster a sense of belonging and community for neurodiverse students, which often leads to greater social interaction and connection among peers. When students feel welcome and understood, they are more likely to thrive both academically and personally. Furthermore, creating a neurodiverse-friendly environment can help to break down barriers and stigma surrounding learning differences, helping foster a culture of openness and acceptance on campus.
Prioritizing Neurodiverse-Friendly Spaces
In the end, the facilities managers’ role in higher education is pivotal in shaping a campus environment that truly supports all students. By prioritizing the inclusion of neurodiverse-friendly spaces, they can transform the student experience in ways that extend far beyond just accommodation. Creating spaces that cater to a range of sensory needs and learning preferences not only helps neurodivergent students thrive but also enriches the campus environment for everyone.
These thoughtful changes can lead to a more inclusive, dynamic, and supportive atmosphere where all students feel valued and empowered to succeed.
By redesigning spaces that acknowledge and address the diverse needs of students’ learning preferences, facilities managers are not just improving accessibility; they are fostering a campus culture of empathy, respect, and collaboration. In doing so, they contribute to the development of a university community that prepares students – neurodivergent and neurotypical alike – for a world of work that increasingly demands inclusivity and understanding.
Stefania Vatidis is a strategist at workplace solutions provider HubStar, headquartered in Marlborough, Massachusetts. She can be reached at [email protected].
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