Neurodiverse-friendly preschools: Aligning inclusive pedagogy and spatial design

Abstract

With at least 15% of children meeting the diagnostic criteria as neurodivergent, inclusive preschool environments are crucial for supporting engagement in education and a smooth transition to mainstream schooling. Although Universal Design for Learning has advanced inclusive pedagogical approaches, its intersection with the design of inclusive physical environments, particularly in early-year educational settings, remains underexplored. This study addresses this gap by drawing on insights from ten experts in education or built environment design, using a qualitative Delphi method to identify spatial features and design processes that support neurodivergent preschoolers aged three to five. Findings highlight sensory and spatial considerations, such as managing smell and noise in dining areas, reducing clutter through cabinetry and storage, providing flexibility with visual structure, and protecting personal space in circulation zones and classrooms. Experts emphasised the importance of aligning inclusive pedagogies with spatial design by developing competencies through spatial predictability and diversity and supporting self-regulation with transitional and retreat spaces. The study also critiques reliance on special-purpose spaces, which may unintentionally reinforce segregation. Finally, it underscores the importance of co-designing with educators and children—both to inform design and retrofitting, and to raise awareness of how different spaces can accommodate diverse needs in inclusive preschools.