Expand the accessibility and sensory experiences of university hospitality and study spaces for neurodivergent students.

Lead Officer: Izzy Downer, Community Officer

What is the issue about?

Recruitment for neurodivergent students increases each year, with most finding university outlets sensory challenging. 68% of students that took part in research on sensory experiences on campus reported to have experienced sensory distress or discomfort, with 33.33% of these students experiencing sensory distress frequently*. Therefore, we must acknowledge the diverse sensory needs of the student population and improve the accessibility of facilities to enable full participation of neurodivergent students.  

This means it is essential to collaborate with the university on expanding our quiet areas and times and improving overall sensory experiences in hospitality and study spaces.

What are we asking the University to do?

We are asking the University for a revaluation of current environmental aspects of outlets that negatively affect the accessibility of neurodivergent students.   

We are calling for environmental modifications to outlets. This includes partitions, adjusted lighting, plant features and wallpaper changes to help reduce sensory stimuli and support emotional regulation. Similarly, adequate navigational signage in hospitality is necessary to reduce levels on anxiety and provide structure and predictability. The Signage for the Quiet areas and times must also be enhanced through language and design that promotes and encourages others to respect these. Adjustments to The Sensory Room and Assistive Technology Room must be made to create a space that allows emotional regulation and stimulation through visual engagement and tactile stimuli. This should be done in review with the Library and Disability Action Group (DAG).

What will success look like?

Updates

Using Psychology students research on Student Sensory Experiences on Campus and working with DAG, Dr MacLennan from CAAR** and Campus services to we:

• Created the Woodland Lounge: Transformed 6WS into an accessible and neuroinclusive study space for students, supporting low sensory study spaces, delivering noise reduction, improved lighting, variance in furniture and improved access to the building. Neuroinclusivility and accessibility has been integral in the redesign with consultations done with DAG, the Community Officer and Education Officer. 6 West South now open as the new neuroinclusive 'Woodland Lounge'
• Rebranded Calm Spaces: New rebranding from Quiet Spaces and times were shifted to ‘Calm Spaces, Studying and Shopping’ promoting more inclusive language that encourages respect from others.
• Increased Calm Spaces and Signage with clearer signage and a QR-linked list of all calm spaces on campus.
• Lime Tree Calm Space was transformed into a research informed “calm space” with new wayfinding, a repurposed seating unit creating a clear partition from the rest of the outlet and adding softer, more comfortable furnishings. A sensory map was also developed.
• Improved Wayfinding: Added barriers at Fountain and Pitstop to support clearer navigation.
• Claverton Rooms and 4W: Aspects such as wayfinding, signage and potential calm spaces have been accessed for future improvements.
• Hospitality Staff Training: Training on neuroinclusivity in hospitality was co-developed with Dr MacLennan for Grade 7 and above managers.
• Sensory and AT Rooms Feedback: Feedback was gathered involving the SU, DAG, Disability Support and DD&T to inform improvements to Sensory and Assistive Technology rooms.
• Review and Evaluation of implemented changes are being developed through psychology students’ research to assess the improvements.

Useful Information

*This Research (Student Sensory Experiences on Campus) is credited to:

Davies, E., Hodgson, E., Javas, R., Chiu, C., Moscuzza, N., Mudit., Shamir, A., Agozzino, S., Charles, M., & MacLennan, K.

**Centre for Applied Autism Research