Neurodiversity & Educational Space

The thesis explores the role of architectural design in supporting the integration of neurodivergent students into mainstream education, following the 2010 revision of the Swedish Education Act. The legislative change aimed to promote inclusion by ensuring that students with special educational needs receive appropriate support within regular schools, rather than being placed in separate institutions. However, in practice, many schools remain ill-equipped to accommodate these students, resulting in significant challenges to their learning and well-being. Access to resource-intensive schools in Stockholm is limited and often reserved for students with the most severe diagnoses, leaving a substantial group of students with similar needs but without formal diagnoses underserved. Neurodivergent individuals, who process sensory stimuli differently than their neurotypical peers, are particularly vulnerable to the sensory demands of contemporary educational environments. While current accommodations are typically reactive and temporary, the thesis proposes a shift towards a proactive architectural approach, embedding inclusive design principles into the physical learning environment. By addressing factors such as acoustics, lighting, spatial configuration, and materiality, educational spaces can better support neurodivergent students. Ultimately, the project argues that inclusive education is not only a pedagogical concern but also an architectural one, with benefits extending to the entire student body.