Lightning Talk on Creating a Sensory Space for Neurodivergent Students

Overview

Richenda Gwilt’s (University of the Arts London) talk focused on the collaborative efforts of six previously independent art schools, plus 2 new ones, to create a sensory spaces for neurodivergent students. This initiative is part of a broader effort to meet the diverse needs of students across these colleges.

Collaboration with the Student Union (ArtsSU)

The colleges have worked closely with the SU on various initiatives, including:

• Focus groups
• Provision of period products
• Disability Month events

Recently, the SU requested the libraries to host events and provide sensory corners.

Project Development

The entire team, including a neurodivergent staff member, contributed to the project. The SU provided criteria for the sensory space, emphasizing the need for a quiet environment and noting the absence of a budget. The team sourced unwanted materials from the materials library, focusing on tactile items to help students unwind. Key features of the sensory space include:

• Fidget toys
• Gentle images of landscapes and water
• A curtain to screen off the area
• Plants and cinnamon bark for sensory stimulation, plus  items from their materials collection (A sign directs students to the materials library for additional resources).

The space was promoted on Instagram.  Feedback has been mostly positive, with students appreciating the bright and calming environment. However, some found the requirement for silence too restrictive and expressed a desire for the sensory space to be available year-round.

Future Plans

The sensory space is now a permanent feature. Future adaptations include:

• Changing the curtain
• Addressing the noise level of fidget toys, possibly by placing one in each zone
• Considering wall colors
• Implementing a system to indicate when the space is occupied
• Ensuring the space is used for decompression, not studying
• Introducing adjustable lighting or filters

Students have found the sensory space helpful in reducing stress, highlighting the potential for similar setups in workspaces.

Report by Karen Richardson | University of Greenwich