AUDE publishes today the new work ‘Neurodiversity – Design and management guide for Higher Education environments’ which has been co-authored on behalf of the association by Jean Hewitt (of Buro Happold) and Stephanie Kyle (for Maber Architects). Increasingly the association is interested in the ways in which inclusive design can make our buildings and campuses better working and living environments for the widest possible range of people.

Serving the needs of neurodiverse members of our university communities is a key part of inclusive design. We are very conscious of the breadth of advice already provided into this space (via RIBA, British Standards, Building Regulation Approved Documents and more), and the guide aims to signpost the key advice available elsewhere, and avoid conflict with that pre-existing guidance and support.

In interacting with the guide, we ask members to think of it as an element in a larger toolkit, which would ideally be moved through in three steps. These are:

• Watch the short training video online
• Download and read the guide using the link in the first of these bullet points
• Use the AUDE Neurodiversity and Hidden Disabilities Plan of Work Checklist (also available at the same link).

Jane White, AUDE Executive Director, explains the new guide as ‘aiming to give newcomers to these issues a primer on key terminology while pointing to more in-depth guidance available elsewhere. We are really grateful to partner organisations involved in creating this guide. The idea for this work grew from the winning group project at the 2023 Summer School, and this group has been instrumental in seeing the project from initial idea to completion. I’d like to thank everyone involved in that group and particularly Brendan Sexton of the University of Nottingham who has steered this project for AUDE.

‘Beginners to this theme are welcome here. Thinking about neurodiversity in detail for the first time from a neurotypical standpoint can feel like a string of ‘lightbulb moments’, as ideas around building layouts, sensitivity to light and noise are introduced. But for this document to be useful we needed it to quickly steer past ‘beginner status’ and towards a place where AUDE members can practically apply their learning. Design criteria that allow for neurodiversity tend to emphasise the importance of clarity in design (the purpose of the space), the need for elements of control to be available to users (including over choices of the type of space they can sit in, or the mix of social and collaborative options with calm or ‘retreat’ space for when sensory overload becomes too much). We know AUDE members are used to thinking about these issues as they work hard to make every new build and every refurbished building on campus adaptable and useful for as many purposes as possible. But seeing that design process through a neurodiversity lens is fascinating and immensely rewarding work that can only make our buildings better in serving the needs of the entire HE community. We hope the guide can be used by designers and contractors as well as those within universities commissioning work.’

‘Neurodiversity – Design and management guide for Higher Education environments’ highlights the importance of issues such as reducing sensory stimulation; the need for human scale and volume; navigating the built environment; creating spaces with a logical and predictable flow; and more. The guide clearly signposts towards detailed information on other aspects of designing for neurodiversity, including the avoidance of design that may lead to phobia-type responses; the use of biophilic design principles so that spaces connect with nature; and the avoidance of high-contrast or clashing patterns, shapes or finishes. These are among a wide range of detailed design considerations highlighted by the guide.

Speaking on behalf of Buro Happold, author Jean Hewitt said: ‘I’m delighted to have contributed to this publication targeted at the HE sector. From research findings and my earliest conversations with the PAS 6463 steering group, it was clear that educational environments can be a big challenge for many neurodivergent people and therefore one of the most important places to improve. A guide like this is incredibly helpful in advancing progress in HE, so that at every opportunity for change neurodiversity is considered, alongside accessibility for people with physical, mobility, sight and hearing impairments where progress has been made over several decades. I’m very excited to see the progress a guide can make in such a critical area.’.

Nick Keightley, Studio Director, Maber Architects, said: ‘Having previously worked with the University of Nottingham to develop their Neurodiversity and Hidden Disability Design Guides, it has been great to collaborate with AUDE in developing a toolkit that aids the promotion of a greater understanding of neurodiversity within the wider HE community and assists in providing clear, practical guidance to create a more inclusive built environment. The toolkit both raises awareness and encourages an approach that integrates neurodiversity considerations at all work stages, maximising the opportunities to create supportive spaces and places for all.’