Neurodiversity can manifest in many different ways. One issue that many neurodivergent individuals face is hypersensitivity to sensory stimuli, for example auditory stimuli where decreased sound tolerance can lead to disabling features, including inability to concentrate. There is an increasing interest in designing spaces for a neurodiverse population with the understanding that a good environment for the neurodivergent will be good for all. Within the University, teaching spaces are often being refurbished. However, how much does the sensory environment and its effect on members of our community impact on the design criteria of these spaces? In this undergraduate project, third year life sciences students ran focus groups to understand the student experience of University spaces, with a particular focus on the sensory environment. This information was incorporated into a presentation to members of staff who are involved in decision making regarding building design. The aim was to increase awareness of criteria that should be included in those decisions. Data, gathered through pre- and post-presentation questionnaires, showed that the participants had gained knowledge of the issues and, importantly, that they would be interested in finding out more. In their dissertations, students combined this research with a review of the current understanding of the neural pathways involved in sensory hypersensitivity, appropriate to their degree programme. Student agency was key to the development of this project as they decided who to consult with to gather information. The resulting presentation highlighted the importance of design for inclusion, addressing a key challenge for higher education.