Neurodiversity refers to the natural variation in brain structure and function, and can be used to define atypical development, such as autism, as neurodivergence rather than a disorder. Autism covers a wide range of various traits, including sensory issues, which may include hyper- or hyposensitivity to sensory stimuli. The inability to cope with sensory issues may lead to increased distress, agitation, and social withdrawal. In the context of learning, sensory issues are also often associated with poorer learning outcomes. Whilst institutions often consider physical accessibility when designing learning spaces, the needs of neurodivergent learners may be less prominent. To address such sensory issues, environmental factors, such as the interior design of learning spaces, must be considered.
To investigate the impact of colour in learning environments on autistic students, a systematic literature review including 7 different studies was conducted. Subsequently, the findings of the literature review were compiled into a set of autism-friendly colour design guidelines and a design criteria checklist, which was used to audit the study spaces on Aberdeen University Campuses (n=15). It was noted that autistic students are a highly heterogenous group, and no single guideline would necessarily apply to all autistic students.
A neutral colour palette seemed to be most appropriate for autism-friendly learning environments, as this helps to create a calming, low-stimulation environment. However, when used alone, neutral colours may feel unwelcoming and be associated with negative experiences. Autistic students seem to prefer cool, low-saturation colours associated with nature that help to create a calming atmosphere. On the contrary, warm, and saturated colours are often associated with negative experiences and may cause agitation. Pattern and colour contrast should also be avoided, as these may also cause visual distraction. However, high saturation colours and colour contrast may be used as tools to aid with navigation or guide attention. Furthermore, to provide means for self-regulation, colour should be used to create designated sensory-rich spaces that autistic students may explore to feel more engaged as well as low-stimulus escape spaces that autistic students may retreat to and thus prevent overstimulation. Colour should also be considered in transition zones between low-stimulus and high-stimulus areas to allow recalibration of the senses, which helps autistic students to adjust to the upcoming sensory environment.
The audit yielded a mean score for learning spaces of 4.30 ± 1.75 (max score = 10, n = 15). It was noted that several study spaces utilised the official University colours, which may not create spaces that are conducive to learning for autistic students. The new Science Teaching Hub was deemed the most autism-friendly learning environment on campus. This may be because the sensory needs of neurodivergent students were considered during its design process.
As autistic students are such a heterogenous group, it is important to provide flexibility in the learning environment by offering areas with different sensory qualities. Moreover, future research should focus on including autistic individuals in the discussion to ensure their needs are met when ensuring accessibility in learning and work environments.