Designing sensory-inclusive study spaces: comparing environmental preferences and barriers for neurodivergent and neurotypical university students

Aim This study investigates the impact of physical learning environments on university students' perceptions of cognitive functioning, mood and wellbeing. Methods Drawing on survey data from over 150 neurodivergent and neurotypical students, we examine how environmental factors–particularly noise, lighting and spatial layout of study areas–affect focus, mood and wellbeing. Results Our findings reveal a strong student preference for private, sensory-friendly study spaces, with flexible seating and access to natural light, and highlight the importance of offering diverse spatial options to support neurodivergent learners. Both groups identified noise and light as the most significant barriers to concentration, underscoring the need for intentional design. In line with previous research, students advocated for inclusive environments that foster belonging and avoid social segregation. Conclusion We argue that physical space should be considered a core component of educational design, complementing curriculum and pedagogy to promote sustainable student success. This study offers practical strategies for creating inclusive, sensory-aware learning environments and positions environmental design as a foundational principle in higher education.