Designing a sensory room for post-secondary institutions

Abstract

Disabled and neurodivergent students face persistent barriers in post-secondary education, including challenges related to sensory regulation, accommodations, and inclusion. Sensory rooms, defined as controlled environments designed to support self-regulation, are common in schools and clinical settings but rare in higher education. This study aimed to identify sensory accessibility needs and co-develop a community-informed framework for implementing a sensory room in a post-secondary setting. A community-led consultation involving 41 participants was conducted through semi-structured interviews across two stages: needs identification and design input. Participants included disabled and neurodivergent students and accessibility professionals. Thematic analysis identified six key themes, including sensory barriers on campus, design principles emphasising user control, inclusive access models, and the role of sensory spaces in fostering community. Sensory rooms represent a promising strategy to improve accessibility and wellbeing when grounded in meaningful community engagement and institutional commitment.