By Lindsey Coulter��

School design has entered a new era. While conversations once centered on flexible classrooms, daylighting and collaborative spaces, today’s education planners are asking a more fundamental question: how does the environment itself influence learning?��

For Erika Ashauer, ALEP, EDAC, Human Experience Research Lead with the Denver office of HCM, the answer begins with understanding how people of all ages think,��feel��and move through space. With a background in cognitive science,��neuroscience��and evidence-based design, Ashauer works alongside architects,��educators��and other project stakeholders to translate research into practical design strategies that support attention, emotional regulation,��belonging��and long-term student success.��

“I’ve always been fascinated by how children learn and develop,” Ashauer said. “If we can create environments that help students feel safe,��supported��and ready to grow — and help educators do their best work — that has a lasting impact. Helping create happier kids and healthier learning experiences is something��I’m��incredibly proud to be part of.”��

For districts investing in new schools,��renovations��and modernization projects, Ashauer believes the greatest opportunity��isn’t��simply creating more flexible buildings;��it’s��creating environments that are intentionally designed around the people who use them every day.��

“Design and school culture have to work together,” Ashauer added. “We can create movement spaces, sensory rooms or restorative environments, but if school policies don’t support students using them, they won’t achieve their intended purpose.”��

Ashauer, who will share more of her research and insights at the 91ԭƬ Design & Construction Symposium in Denver Aug. 5, spoke with the publication about why human experience research is becoming an increasingly common��component��of PK-12 school design and procurement.��

SCN: Your role is still fairly unique within architecture firms.��Is this becoming a larger field?��

Ashauer: It’s definitely growing.��Six or seven years ago, I��wasn’t��even sure there were other people doing this work. Today there are more professionals working in design research across education, senior��living��and other sectors.��We’re��building a community that shares research and best practices while helping move the profession forward.��

[Clients] may not know what to call it yet, but��they’re��absolutely asking the questions. More RFPs include language around student engagement,��belonging��and human experience. Those ideas are becoming expectations rather than nice-to-have features.��

SCN: You describe schools as “active regulatory environments.”��What does that mean?��

Ashauer: We used to think of schools as containers where learning happened.��That’s just��not true. From the moment a student arrives on campus,��they’re��unconsciously assessing whether they feel safe,��welcome��and ready to learn.��

A four-year-old experiences that journey very differently than a high school student or a fifth grader with special needs. Design influences those experiences through spatial sequencing, visibility, acoustics,��comfort��and countless other factors. Our goal is to reduce unnecessary cognitive stress so students can spend more energy learning, taking academic��risks��and building relationships instead of simply navigating the environment.��

SCN: Does your research apply to renovations as much as new construction?��

Ashauer: Absolutely. Renovations often require even greater intentionality because every investment matters. Before deciding what to change, we��have to��ask why��we’re��renovating, who��we’re��serving��and how students��actually use��the building. Understanding those answers helps prioritize where design dollars will have the greatest impact.��

SCN:��You’ve��also talked about the concept of “embodied learning environments.” How is that different from terms like “student-centered” or “flexible learning”?��

Ashauer: Embodied learning recognizes that learning happens through the body as much as through the brain. Our brains constantly process sensory information. If students are spending energy dealing with glare, noise, visual��clutter��or uncomfortable temperatures,��they’re��using cognitive resources that could otherwise support learning.��Essentially, we��don’t��think with just our brains — we think through our entire bodies.��Good design��acknowledges that.��

SCN: How does that philosophy influence��designing��for neurodiversity?��

Ashauer: One of the biggest lessons from neuroscience is that there really��isn’t��a “typical” learner. Every person’s cognitive needs change over time through age, stress, injury,��illness��or life experiences. Rather than��designing for��one type of student, we should create environments that offer layers of choice and support. Those decisions��benefit��students who identify as neurodiverse, but they also improve learning for everyone.��

SCN: Does that expand the traditional definition of accessibility?��

Ashauer: Very much so. Physical accessibility��remains��incredibly important, but accessibility also includes sensory,��cognitive��and emotional experiences. The more we understand how people��actually move��through and experience buildings, the better we can design environments that allow everyone to��participate��fully.��

Read more in the Design & Construction Issue of 91ԭƬ, available now.��

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By Carol Stolt

Higher education is changing fast, and learning spaces must keep pace. As technology, pedagogy��and mental��health awareness reshape how students learn,��designing for��neurodiversity has become essential—not optional. The question is no longer whether to accommodate��different needs, but how to create environments where every student can thrive.

Many institutions are finding that what supports neurodiverse learners—adaptable lighting, varied��seating��and better acoustics—improves learning for everyone. By combining empathy, flexibility��and technology, colleges can strengthen equity, comfort��and belonging while preparing for��what’s��next.��

From Accommodation to Empowerment

Traditional classrooms were built for uniformity: fixed layouts, identical��desks��and one teaching model for everyone. But learning has never been one-size-fits-all. Neurodiverse students—including those with ADHD, autism,��dyslexia��and anxiety—process information��differently, and��designing for��that range��benefits��all learners.��

Empathetic design starts with listening. Understanding how students respond to light, sound,��temperature��and space helps create environments that support focus and calm.��Even small��shifts—such as dimmable lighting, localized temperature control��or seating that allows movement or enclosure—can significantly improve engagement. What once��required��“special accommodations” becomes a shared benefit that reinforces a sense of belonging.��

When designers collaborate closely with faculty and students, empathy yields practical solutions that elevate access to empowerment.��

Designing for��Diverse Needs Without One-Size-Fits-All Solutions

The first challenge is flexibility. What supports one learner may distract another, so the goal is to provide choices. Adjustable lighting, zoned temperature��control��and a range of seating—from firm and soft to standing-height—help students find what best supports focus. Soft, enveloping seating can also improve comfort and attention for some learners.��

Acoustics matter just as much. Thoughtful use of microphones, speakers��and sound-absorbing materials ensures everyone—onsite or online—can��participate��fully. The best solutions feel seamless: inclusive by design, not added later.��

Still, physical comfort and flexibility are only part of the equation. Technology now plays an equally��important role��in shaping inclusive learning experiences.��

Supporting the Integration of Emerging Technologies

Artificial intelligence (AI), immersive learning, and hybrid teaching are reshaping the academic experience, making technology integration foundational. AI can personalize instruction, offering meaningful support for neurodiverse students who may be less comfortable speaking up in class.��

Designers can prepare with resilient infrastructure—ample power, flexible desk space, and modular layouts—along with cameras, monitors, and innovative AV systems that support hybrid learning and keep remote students engaged.��

Just as important, technology should strengthen human connection, not replace it. The best classrooms pair digital capability with people-centered design, supporting focus, comfort��and belonging as tools��evolve.��

Breaking Down Stigma and Building Belonging

Design is as psychological as it is physical. Spaces that normalize difference reduce stigma and strengthen community. Circadian-rhythm lighting can support mood and well-being, especially for students with anxiety or sensory sensitivities. Acoustic zoning reduces distractions, and shaded windows help limit glare that disrupts focus.��

These strategies support both student well-being and recruitment. Today’s learners expect responsive, inclusive environments, and institutions that fall behind risk losing them to those that invest. More campuses are measuring success not only by outcomes, but by belonging—recognizing that inclusive design improves engagement, retention, and mental health.��

But inclusion alone��isn’t��enough; higher education must also keep pace with the rapid changes reshaping how students learn.��

Keeping Pace with Rapid Change

Technology moves fast—and so do expectations. Today’s students are digitally native and expect connectivity,��adaptability��and seamless hybrid learning. At the same time, new teaching models demand spaces that can shift quickly from collaboration to immersive, hands-on work without disruption.��

To stay ahead, institutions must plan five to ten years forward, investing in flexible infrastructure that can absorb change. Classrooms designed to adapt can integrate emerging tools—like augmented reality and AI tutors—without costly renovations.��

The urgency is��apparent: universities that��fail to��modernize risk outdated facilities and��reduced��appeal to a generation seeking connection,��purpose��and innovation.��

Key Takeaways��

• Flexibility��first.��Varied furniture, adjustable��lighting��and thermal control empower focus and comfort.��
• Technology��ready.��AI-driven personalization and immersive tools demand robust, adaptable infrastructure.��
• Empathy matters.��Design that listens and removes barriers fosters dignity and belonging.��
• Future-proof now.��Investing in adaptable frameworks protects against obsolescence.��
• Well-being wins.��Environments that support calm and connection improve retention and mental health.��

A New Standard for Learning

The future of higher education depends on spaces as dynamic as the students who use them. Designing with neurodiversity in mind��isn’t��accommodation—it’s��a commitment to equity,��innovation��and growth. The best classrooms will balance technology with humanity, using AI to personalize learning while design supports comfort and belonging.��

With modest upgrades—dimmable LEDs, flexible��furniture��and acoustic balance—colleges can transform traditional rooms into inclusive, future-ready environments. As leaders plan campus investments, the message is clear:��designing for��inclusion is designing for the future.��

In an era of rapid change, the institutions that lead will be those that treat inclusive design not as a checkbox, but as the standard for how learning should feel—adaptive, empowering��and for everyone.��

Carol Stolt, Allied ASID, WELL AP, is Design Principal with FGM Architects. She can be reached at 630.574.8701 or carolstolt@fgmarchitects.com.

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