Words by Professor Dawn Adams // 3 min read time.
Are sensory aspects of school environments linked to Autistic students’ learning and wellbeing? Our new systematic review says yes!
We often talk about inclusive education as if it’s purely about mindset or teaching practices. But Autistic students tell us (through words and other means) that we need to think about more than the people when we think about inclusion – the physical environment shapes how safe, regulated, and ready to learn they feel at school.
So our team set out to answer a simple but important question: Which sensory elements of school environments actually influence Autistic students’ learning and wellbeing?
We looked for every single piece of research on this topic and found 23 studies. We only wanted to look at studies that consider the impact of the environment, we didn’t include studies that put the focus on how Autistic students can manage the environment (e.g. headphones, sunglasses). Unsurprisingly, the story within these was consistent:
1. Noise is the biggest barrier, but is still commonly overlooked.
Across 16 studies, Autistic students described how everyday sounds (bells, echoes, chatter, scraping chairs, buzzing lights, even pencil-on-paper) can derail focus, spike anxiety, or push them out of learning spaces entirely. It’s not just about sensory “sensitivity”; it also involves predictability and controllability.
Quieter spaces, sound-absorbing materials and more predictable noise patterns made learning easier and reduced stress.
2. Visual elements matter, not because Autistic students are “easily distracted” but because the environment demands too much from a brain that is detail focussed.
Busy walls, harsh fluorescent lighting, movement outside windows, and cluttered displays were linked to reduced attention and increased overwhelm. More calming colours, softer or adjustable lighting, and simpler visual fields helped some Autistic students stay regulated. The message here was less visual stimuli = more brain space to learn.
3. We need to consider all the senses; crowding, touch, and movement in shared spaces can shape mood and feelings of safety.
Corridors, PE lessons, transitions, and crowded rooms were commonly described as overwhelming, but how often is the sense of touch considered when creating inclusive environments? The research showed that this is important to consider, as these experiences stay with students long after the moment, affecting concentration, emotional regulation, and sense of belonging.
4. Temperature, smell, and air quality are under-researched, but likely important.
Only a handful of studies mentioned these, but when they did, students described strong effects on attention and physical comfort. A big gap for future research – PhD topic anyone?!!?
What this means for schools
The takeaway isn’t “Autistic students need special environments.” It’s that thoughtful design is all part of creating inclusive environments for all, and its is these environments that will reduce demands on Autistic nervous systems that shouldn’t be there in the first place.
Have you thought about asking your Autistic students about your school? Co-design with Autistic students to have sensory-informed space planning can shift the focus from “fixing the child” to improving the environment.
Why this work matters
Too often, Autistic students are expected to tolerate environments that are simply not built for them. This is not inclusion.
This review highlights a more inclusive way forwards: When we design environments that recognise and honour sensory differences, we can create spaces where Autistic students can learn, connect, and thrive, not just cope.
And importantly, this work is only the beginning. The evidence base is still early, and we need more rigorous, participatory research to build schools that genuinely feel good for Autistic learners – watch this space!
For the full results of this study, go to: https://www.tandfonline.com/doi/full/10.1080/13603116.2025.2589290
This piece was first published on LinkedIn here.
