Abstract:
The benefits of nature for children are well-established in the literature. Nature enhances attention restoration, adaptive and social functioning, capacity for self-regulation and overall mental health. Neurodivergent children struggle to achieve these outcomes and can greatly benefit from contact with nature. It is estimated that 15 to 20 per cent of children are neurodivergent. Their learning outcomes significantly improve by efforts to ensure neurodiversity in educational environments. However, the role of natural environments in creating an inclusive learning environment for neurodivergent children has not been sufficiently explored.
This presentation draws on biophilic design patterns to continue the human–nature connection in an urbanised built environment. The discussion particularly focuses on the role of biophilic design in facilitating access and engagement for neurodivergent children in learning environments. We will draw on academic literature to discuss three categories of biophilic design in learning environments and their potential benefits for neurodivergent children. Each of these patterns provides a distinct way to experience nature 1) directly through sensory connection, 2) indirectly through mimicking natural forms, patterns and materials, and 3) through the character of spaces that evoke feelings similar to those found in nature.
This study argues that biophilic design can be incorporated into the design of retreat spaces (e.g. school grounds, terraces, rooftop gardens), the indoor ambient environment (lighting, ventilation, art, colour and material), and the overall special organisation (circulation areas and transitional spaces). While biophilic design benefits everyone, it especially empowers neurodivergent children to self-regulate and manage their sensory sensitivity, making it a valuable asset in inclusive education.
This presentation draws on biophilic design patterns to continue the human–nature connection in an urbanised built environment. The discussion particularly focuses on the role of biophilic design in facilitating access and engagement for neurodivergent children in learning environments. We will draw on academic literature to discuss three categories of biophilic design in learning environments and their potential benefits for neurodivergent children. Each of these patterns provides a distinct way to experience nature 1) directly through sensory connection, 2) indirectly through mimicking natural forms, patterns and materials, and 3) through the character of spaces that evoke feelings similar to those found in nature.
This study argues that biophilic design can be incorporated into the design of retreat spaces (e.g. school grounds, terraces, rooftop gardens), the indoor ambient environment (lighting, ventilation, art, colour and material), and the overall special organisation (circulation areas and transitional spaces). While biophilic design benefits everyone, it especially empowers neurodivergent children to self-regulate and manage their sensory sensitivity, making it a valuable asset in inclusive education.