Designing for Neurodivergence: Principles for Supporting ADHD and Autism in the Built Environment

In today’s interconnected world, it has become clear that success requires inclusivity for everyone—regardless of ethnicity, gender, or neurodiversity. Creating inclusive architecture where all individuals can thrive is essential for fostering true equality.

Just as there are physical differences, people also experience and interpret the world in varied ways. Neurodiversity acknowledges that individuals think and process information differently. This includes neurotypical, neurodivergent (e.g., those with ADHD, autism, or dyslexia), and neurodegenerative groups, such as those affected by dementia or Alzheimer’s.

With rising recognition of neurodivergent individuals—around 13 million in the UK (icaew.com)—designing inclusive spaces for neurodiversity in architecture is becoming a critical conversation. From flexible work environments to ADHD-friendly workspaces, sensory-friendly design principles are increasingly being embedded into legislation.

In this article, we will explore the key design requirements for individuals with autism and ADHD, and the guiding principles behind creating environments that reduce sensory overload and support neurodivergent individuals.

What is ADHD?

Attention Deficit Hyperactivity Disorder is a development condition that affects people’s behaviour through differing levels of attention, impulsivity and activity. People diagnosed with ADHD can show signs of restlessness, concentration issues and impulsiveness. 

It is commonly diagnosed in children when they begin school, but with improved diagnosis methods, the number has risen dramatically in adults. There are three types of ADHD:

• Predominantly hyperactive
• Predominantly inattentive, otherwise known as Attention Deficit Disorder (ADD)
• Combined, both hyperactive and inattentive

Like all neurodivergent associations, no two people experience ADHD the same. We can see some of the typical behaviours below:

• Speaking/acting before thinking, interrupting others

• Jumping to a new topic of conversation without finishing the current one

• Being restless and fidgety, difficulty sitting still

• Poor sustained concentration on tasks, easily distracted

• Poor organisational skills e.g. prioritising tasks, meeting deadlines

(equality-diversity.ed.ac.uk)

We can see these connotations are generally negatively associated, conversely, in a workplace, these attributes can lend to a myriad of strengths, such as; strong communication skills, engage in creative and spontaneous conversations and the ability to think on their feet (pmac.uk).

What is Autism Spectrum Disorder?

In medical terminology autism spectrum disorder is defined as a condition where an individual experiences difficulties in social communication and may show restricted and repetitive patterns of behaviour (gosh.nhs.uk). Autism is a developmental disability, affecting communication with others, and how the world around them is experienced. Autism is a lifelong condition but varies on a spectrum from individual to individual.

There are five major types of autism which include Asperger’s syndrome, Rett syndrome, childhood disintegrative disorder, Kanner’s syndrome, and Pervasive Developmental Disorder – not otherwise specified. (integrityinc.org)  Common traits of autism include:

• Difficulty maintaining eye contact

• Challenges in reading non-verbal cues

• Sensory sensitivity or altered sensory perception, which can affect concentration and increase anxiety

• Difficulty coping with changes in routine

• Increased anxiety, particularly in social situations.

(altogetherautism.org.nz)

Individuals on the autism spectrum possess a wide range of skills and abilities. Many excel in applying logic to technical problems, making them particularly suited for academic areas like engineering, science, and mathematics. Their exceptional memory and focused attention also make them well-suited for creative industries and other professions requiring high levels of concentration and precision.

Sensory Processing

Many people with autism or ADHD are under or over sensitive to the environment around them. We can break this down into 2 sensitivity profiles; Hypersensitive and Hyposensitive. ‘Hyper’ Is the over-processing of sensory information, leading to feelings of distress, and ‘Hypo’ is when the brain processes very little. For some, they can experience a mix of both hypo and hypersensitivity to different senses, therefore viewing this on a sliding scale between both ends is helpful to address the needs for a broader spectrum of requirements.

Hypersensitivity leads to environments with more controlled stimuli, with controlled lighting, smaller groups of people, controlled temperatures and muted scents and textures. 

Hyposensitivity prefers more sensory stimuli through textures, contrasting colours and patterns, with space to move and opportunities for physical interaction. 

(Tarkett, Human-Consious-Design-Principles)

Practical Design Considerations

Tarkett conducted a study inviting the neurodiverse community to share their lived experiences. It found that 47% of participants identified as being hypersensitive, compared to 22% identifying as hyposensitive.This suggests a need to emphasise hypersensitive-friendly environments, whilst incorporating features for those who benefit from greater sensory stimulation. (Tarkett, Human-Conscious-Design-Principles).

When designing for sensory processing in architecture—addressing sight, acoustics, and touch—certain considerations can meet the needs of both sensory profiles:

Sight

• Clearly designate the function of areas (e.g., eating or socialising spaces) by using variations in floor levels, ceiling heights, and furniture layouts.

• Keep personal workspaces consistent for both sensory types by avoiding frequent rearrangements, such as switching desks.

• Utilise natural lighting and diffused lighting, along with adjustable LED lights, which can support human-centric lighting principles.
• Large expanses of glazing can be overstimulating; frosting or manifestation on glass can help reduce distractions while still allowing in natural light, promoting sensory-friendly environments.

Sound

• Consider the adjacency of spaces, as preferences for background noise vary. Use sound baffles, acoustic panels, and absorptive finishes to limit distraction for hypersensitive individuals.

• Provide the ability to self-select background noise or music for hyposensitive individuals, who benefit from auditory stimulation.

• Incorporate natural sounds, which have a calming effect and enhance focus-friendly environments.

Touch

• Use different textures and materials to define areas (e.g., distinct floor finishes to signify changes in zones).

• Maximise personal space by designing wider corridors, breakout spaces, withdrawal zones, and access to outdoor areas—essential for both autism-friendly environments and ADHD-friendly workspaces.

• Choose easily maintainable finishes to provide a sense of cleanliness and order, which helps reduce anxiety in neurodiverse spaces.

• Minimise sheen and glare to avoid sensory challenges. Use Light Reflectance Value (LRV) to select materials with appropriate visual contrast. Low LRV can help guide movement in transitional spaces, while high LRV can discourage movement or support zoning.

(welshprocurement.cymru) (Tarkett, Human-Conscious-Design-Principles)

Guidance & Legislation

PAS 6463:2022: Design for the Mind – Neurodiversity and The Built Environment is a publicly available, informative and in-depth set of recommendations and guidance to the built environment for including the needs of people who experience neurodiverse processing differences. It was developed by the British Standards Institution in collaboration with leading experts in design, architecture and neurodiversity, with the primary aim of influencing design and management to: 

• Reduce the potential for sensory or cognitive overload or distress from features within the built environment;
• To provide flexibility, choice and control to meet a spectrum of requirements; and
• To offer places for recovery and respite when needed. 

The PAS also aligns its framework with the RIBA Plan of Work, encouraging the appointment of a neurodiversity champion within the project team and promoting stakeholder engagement with user representatives to ensure inclusive design from the outset.

Some key recommendations of PAS6463 are as follows:

1. Lighting – Natural lighting should be encouraged, with artificial lighting having flexibility and adjustability. Avoid the use of bright and flickering light which can be problematic. Human Centric Lighting, which supports the circadian rhythm and improves focus is recommended.
2. Materials and Finishes – Careful consideration should be given to textures and patterns to avoid visual overstimulation. Tactile sensitivity should also be considered to prevent discomfort, so materials must be chosen mindfully.
3. Spatial Layout and Way-finding – Spaces should be organised logically with clear way finding that is easy to understand. Open plan environments are to be used cautiously as they can lead to overstimulation.
4. Facades – Ease of access through legible points of entry. Large areas of reflective materials should be avoided, and if used, a glare analysis should be undertaken.

PAS 6463 is part of a growing movement toward inclusive design, recognising the crucial role the built environment plays in the well-being of neurodivergent individuals. Serving as a blueprint for future projects that aim to be inclusive for all.

(PAS6463:2022)

BS 8300-1 and BS 8300-2 are British Standards that provide comprehensive guidance on the design of the built environment to make it accessible and inclusive for disabled people and to cater to their needs. These standards emphasise access, usability, and safety for everyone, regardless of their physical, sensory, or cognitive abilities.

• BS 8300-1: 2018 – Design of an Accessible and Inclusive Built Environment (External Environment) focuses on external routes to the building, gradients and ramped access, parking and street furniture, public transport access and the external lighting and acoustic design. (BS 8300-1:2018)

• BS 8300-2: 2018 – Design of an Accessible and Inclusive Built Environment (Buildings) focuses internally, on building ingress & egress, circulation, toilets, interior lighting and acoustics, layouts and flexibility and signage. (BS 8300-2:2018)

The key principles from these British Standards can be summarised in 4 areas: 

• Inclusivity: The standards aim to create places that are usable to everyone regardless of physical or cognitive abilities

• Flexibility: Spaces should be adaptable to meet varying requirements

• Safety: Emphasising safety through slip resistant surfaces, suitable handrails and access, and sufficient and appropriate fire escapes.

• Consistency: Ensuring design features such as signage is easy to follow and consistent.

For built environment professionals aiming to provide maximum support for inclusive design, these standards are essential guidance.

(architecture.com) 

(BS 8300-1:2018) 

(BS 8300-2:2018)

There are multiple other guidance documents available for creating inclusive, healthy and accessible buildings for all. Though not strictly related to neurodivergent individual requirements, the standards below offer many of the distinct principles covered in this article: 

• The WELL Building Standard
• 14 patterns of Biophilic Design: Terrapin Bright Green

Conclusion

A spotlight is rightly being shone on the built environment, emphasising the need to design for the inclusivity of everyone and create spaces where all individuals can thrive. The principles outlined above—whether for sensory processing, way-finding, or flexibility—are not strenuous, costly, or architecturally challenging. These are small but impactful adjustments that can easily be integrated into the industry’s standard practices, leading to better environments for neurodivergent individuals.

Architecture plays a pivotal role in this movement, with the opportunity to champion neurodivergent design and set an example for other sectors. By embracing these principles, architects and designers can lead the way in creating spaces that support mental well-being, enhance productivity, and foster inclusion.

In the next article, we will explore designing for Dementia and Alzheimer’s, focusing on the changes professionals can undertake to provide safer, more comfortable environments for those living with these conditions.

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References and Further Reading

• https://www.icaew.com/insights/viewpoints-on-the-news/2023/mar-2023/neurodiversity-the-power-of-thinking-differently
• equality-diversity.ed.ac.uk
• https://www.gosh.nhs.uk/conditions-and-treatments/conditions-we-treat/autism/
• https://www.integrityinc.org/what-are-the-5-types-of-autism
• pmac.uk
• altogetherautism.org.nz
• Tarkett, Human-Consious-Design-Principles
• welshprocurement.cymru
• PAS6463:2022
• https://www.architecture.com/knowledge-and-resources/knowledge-landing-page/meet-the-new-standard-for-accessible-and-inclusive-environments?srsltid=AfmBOoph4vVTIz7XIsdWtaNM2VoCGFUpVoXuXZ1NPvBLxi3gBK10Hxhn
• BS 8300-1:2018
• BS 8300-2:2018

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Author

Liam is a Chartered Senior Architectural Technologist at a leading architectural practice in Manchester. He serves as the CIAT Aspiration Chair for the Northwest region and tutors at the University of Salford. Liam regularly contributes to the Architectural Technology Journal.

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