“During the past year or so, it’s been important to re-assess and reflect on the best approach to school design for children, staff, parents and the community. While many students were keen to go back to their school to re-gain social interaction, for SEN pupils who stayed home, this came with increased anxiety. These pupils have also been more susceptible to mental health issues due to the loss of the structured school day.

“Everyone perceives the world differently, and this is particularly true for pupils in SEN schools – where the environmental needs of one child might be at odds with another. School staff need spaces to be as adaptable as possible to allow for distancing and safety measures in parallel with putting the needs of each child first. Anxiety can also be caused in pupils moving between spaces; designing simple routes – that promote empowerment and routine – is more imperative than ever, as well as the clever use of texture, imagery, and light to create a calm environment that assists with wayfinding.

“With one in eight British homes not having a garden, the need for SEN schools to have quality outdoor spaces and biophilic design has only increased in the past year. Considering the orientation of SEN buildings can also create a calming connection to outdoor areas. Spaces where children can be surrounded by greenery and natural life provide some of the most enriching experiences and learning opportunities.

“Ultimately, the future generation of SEN schools require an environmental engineering approach to design. Optimising aspect, orientation, daylighting and natural ventilation will allow the best wellbeing, and opportunity to thrive, for all.”