According to government statistics, over 1.8 million pupils in England have special educational needs (SEN) which means schools must think carefully about whether their buildings are meeting the needs of an increasingly diverse pupil population. With the number of pupils with SEND continuing to rise, it is essential that schools assess whether their school buildings are accessible, inclusive and supportive for every student. Schools need to be looking beyond just teaching and learning and consider their physical environment as it can have an impact on a student’s ability to feel safe, included and fully participate in everyday school life.
From harsh lighting and loud noise to complicated layouts and inaccessible facilities, certain aspects of a school building that may seem normal to other students could be creating huge barriers for SEND pupils. This blog explores how current school buildings may be creating barriers for SEND pupils and what schools can do to ensure they are creating more inclusive learning environments for SEND students.
School buildings can create huge barriers for pupils with SEND, especially when the environment was not originally designed to meet different sensory, physical and communication needs.
The school environment can affect a pupil’s ability to feel comfortable, stable, safe and included. For some pupils with SEND, certain aspects of the school building that may seem normal to other students, can cause them to feel overwhelmed and stressed or make it challenging to access learning and participate in activities. It is therefore essential that schools consider how their building may affect pupils with SEND and the adjustments that could be made to make it more accessible and inclusive for these pupils.
Some main parts of the school building that may be creating barriers for SEND pupils include:
Layout and navigation
Noise and sound levels
Lighting and visual environment
Accessibility
Sensory environment
The layout and navigation of a school can create barriers for pupils with SEND, especially for those who may struggle with memory, processing information, communication or understanding directions. Long school corridors, complicated layouts, unclear signs, busy areas and frequently changing classrooms for each lesson can make it challenging for some children to navigate their way independently. This can be particularly difficult for students with ADHD, autism or learning and cognitive difficulties, who may struggle to cope with environments that feel uncertain or unpredictable. This creates a huge barrier for these students as they may become overwhelmed, anxious or even lead to them missing or being late to lessons as they are unable to navigate the school building confidently.
Many aspects of a school will have loud noise and sound levels such as assemblies, dining halls, corridors and classrooms which can be challenging for SEND pupils to manage. Students with autism or sensory processing differences often experience certain sounds more intensely meaning loud, sudden or unpredictable noises can cause them to become overwhelmed and stressed. For students with attention and hearing difficulties and communication needs, noises can make it difficult for them to process instructions and conversations. This creates a barrier for them as loud or unpredictable noise can cause sensory overload and anxiety which then can affect their ability to concentrate, communicate and engage with lessons and learning.
The lighting and visual environment within a school building can create barriers for pupils with SEND when it is visually busy, too bright and uncomfortable. Flickering lights, bright lighting, glare from windows or screens and walls that are full of bright busy colour schemes can cause challenges for students with sensory sensitivity, including students with autism. Students with visual impairments may also struggle when the lighting is poor or too low which means it's essential to accommodate for both and design lighting and visuals to meet the needs of all students. These lighting and visual factors can cause students to feel discomfort and distracted which can affect their ability to fully engage in learning.
A school building's physical accessibility can create massive barriers for pupils with SEND, especially those with mobility difficulties or physical disabilities. Heavy doors, inaccessible toilets, narrow doorways and corridors, stairs and classrooms that are difficult to get to and navigate around can cause difficulties for students and make it hard for them to move around the school building independently. This creates barriers for pupils with SEND because if they are unable to access the same classrooms, facilities and activities as their peers, it can affect their independence, confidence and ability to make friendships. Schools need to ensure that their school is accessible for all students so that they are able to access different areas of the school as independently as possible.
The overall sensory environment of a school can unintentionally create barriers for SEND pupils who process sensory information in different ways. Beyond noise levels and lighting, pupils with SEND may also be impacted by strong smells, room temperatures, busy or crowded areas, physical textures, constant movement or the overall level of activity around them. This can be particularly challenging in busy areas such as dinner halls, playgrounds, corridors and other shared spaces during break and lunchtime. Some students may avoid using break and lunch spaces or struggle to regulate themselves during these parts of the day. This is particularly relevant for pupils with autism or sensory processing differences, who may feel these sensations more strongly or struggle to tune out finer details that other students may not notice. This creates a barrier as too much sensory information at once can trigger sensory overload, making it harder for a student to remain calm, regulate their emotions and participate in learning and other activities.
Schools can start by carrying out an accessibility and sensory audit to identify any physical, environmental or sensory factors that may be creating barriers for SEND pupils. Carrying out these audits allows schools to understand what may need to be changed such as making classrooms easier to navigate, improving accessibility and reducing loud noise and harsh lighting.
Schools could also create dedicated spaces for SEND pupils so they have somewhere they can go when they may need support or time to regulate their emotions. This allows them to be able to take a step back and take a break from busy environments when things become overwhelming. Where space within the main building is a constraint, schools and educational settings can create inclusive, purpose-built additional environments within the school grounds. These spaces should be designed around the specific needs of the pupils who will use them, with consideration given to lighting, acoustics, layout, accessibility and the overall sensory environment.
It’s also important that schools account for the whole school environment such as dining areas, playgrounds, toilets, classrooms, corridors and any other shared spaces, to ensure SEND pupils feel safe, comfortable and included throughout their time at school. If schools can identify all areas that may be creating barriers for SEND pupils and then make changes accordingly, they create a more supportive and inclusive environment that meets the needs of all students.
Author Bio -
I’m Eva Henderson, Marketing Assistant at Spencer Clarke Group. Spencer Clarke Group is an award-winning education and SEND recruitment agency based in the heart of the North West. Operating nationwide, they support mainstream and SEND schools, nurseries, alternative provisions and multi-academy trusts to find experienced teaching and support staff on a daily, temporary, temp-perm or permanent basis. In 2025, Spencer Clarke Group was awarded Best Public/Third Sector Recruitment Agency and Best Temporary Recruitment Agency at the Recruiter Awards.