Mental health, accessibility and design in schools
A One-to-One Conversation with Dr. Jonathan Waddington, InFocus College
“A corridor that seems straightforward to most can feel like an obstacle course.” — Dr. Jonathan Waddington
Welcome to the second edition of our Mental Health & Accessibility series. In this issue, we go beyond theory and into lived experience—exploring how school design directly impacts mental wellbeing for students with visual impairments and neurodivergent needs.
We’re joined by Dr. Jonathan Waddington, a member of the InFocus Charity's Visual Impairment Advisory Team and a Psychology lecturer at Plymouth Marjon University. Jonathan brings a unique perspective, blending research in neuropsychology with hands-on experience in specialist educational settings.
He also recently conducted a trial of Sensei’s tactile markers with students at InFocus College, offering invaluable feedback that helped shape the next phase of our product development.
Understanding the Everyday Challenges
1. From your experience, what are common challenges students with visual or neurodivergent needs face in accessing physical spaces?
Students with cerebral visual impairments (CVI) and other visual or neurodivergent needs often face barriers that aren't immediately obvious. Visual clutter, inconsistent lighting, and complex layouts can make navigation incredibly difficult. A corridor that seems straightforward to most can feel like an obstacle course for someone with CVI. I've worked with students who avoid moving between spaces on their own, not because they lack the ability, but because the environment doesn’t support their perception or confidence.
2. Could you share examples where poor accessibility or design might have contributed to increased stress, anxiety, or feelings of isolation among students?
I’m lucky that I work for a specialist organisation that puts accessibility at the core of design choices. It’s well recognised that when environments aren’t designed with sensory or visual needs in mind, they can contribute to stress and withdrawal. Features like harsh lighting, unclear signage, or noisy communal spaces can make navigation and participation overwhelming for students with visual or neurodivergent needs. In such settings, students may avoid certain areas or activities and not due to lack of interest, but because the environment feels inaccessible or unpredictable.
The Role of Sensory Design
3. What role do sensory considerations—like lighting, acoustics, and tactile cues—play in supporting emotional wellbeing?
These considerations are central. Students with CVI can be especially sensitive to lighting, glare, and background noise. A space that’s too bright or too echoey can trigger anxiety or shutdown. On the other hand, thoughtful sensory design can help students feel more secure and emotionally regulated. It’s not just about comfort. It’s about feeling safe enough to engage and learn.
4. Are there particular designs or tools (beyond tactile markers) that you believe are impactful in fostering a sense of safety, inclusion, and emotional stability for students with visual impairment or neurodivergent needs?
Yes. High-contrast visuals, clear wayfinding signage, sound cues, and defined quiet areas can all help. Reducing visual clutter in corridors and classrooms can make spaces easier to interpret, especially for students with CVI. I also find that sensory maps and social stories are helpful in reducing anticipatory anxiety by preparing students for what to expect in a space.
Staff Awareness & Cultural Change
5. How important is staff training and awareness in supporting the mental health of students with visual impairments and neurodivergent needs within physical spaces?
It’s absolutely vital. Even the most accessible design features can fall short if staff aren’t aware of how to support students effectively. When staff understand the sensory and emotional impact of CVI or Autism, for example, they’re better equipped to offer consistent guidance, reduce anxiety triggers, and notice early signs of distress. Training empowers staff to create a more emotionally safe environment, which is key for wellbeing.
6. How can collaboration between educators, accessibility experts, and students themselves help create environments that support mental health and accessibility?
Collaboration brings in the perspectives we need to get it right. Educators bring practical knowledge of students’ daily experiences, accessibility experts contribute design solutions, and students provide crucial insight into what works and what doesn’t. When students are part of the conversation, the outcomes are more meaningful and more likely to support both wellbeing and learning.
Physical Solutions in Practice
7. How can physical environment adjustments, such as tactile markers or other accessibility features, help reduce anxiety and improve confidence among these students?
Small changes can make a huge difference. Tactile markers provide structure and predictability, which helps reduce cognitive overload. For a student with CVI, feeling a consistent tactile cue underfoot or on a guiding rail can offer reassurance that they’re on the right path. These changes increase independence and reduce the kind of ongoing stress that can erode mental health over time.
8. During the trial with Sensei’s tactile markers, what feedback did you receive from students regarding how these features influenced their mobility and wellbeing?
The feedback was overwhelmingly positive. Students reported feeling more independent and confident navigating the environment. One student shared that the markers helped them feel “more in control” and reassured about finding their way. Staff also observed increased engagement, particularly during transitions between classrooms.
Looking Forward
9. How do you see the relationship between accessibility and mental health evolving in the education sector over the next few years?
I think we’re beginning to understand that accessibility and mental health are deeply connected. As that understanding grows, we’ll hopefully move beyond reactive adjustments and start embedding accessibility into the design of new schools and colleges. I’d like to see more environments that are proactively inclusive; spaces that promote dignity, safety, and belonging from the start.
10. Looking ahead, what innovations or approaches do you think could further improve the accessibility and emotional wellbeing of students with neurodivergent needs?
I’m encouraged by the growth of assistive technology, but I also think we’ll see more emotionally intelligent design, where physical spaces are shaped with empathy at their core. Innovations won’t just be technical. They’ll also be about mindset: embedding accessibility into the culture of learning environments.
Practical Advice for Schools
11. Based on your experience, what practical steps can educational institutions take to modify environments for better mental health outcomes for neurodiverse students?
Start by listening to students. Conduct accessibility audits that include their voices. Improve lighting, signage, and acoustics where needed. Create quiet zones and spaces that students can retreat to when overwhelmed. Most importantly, make these changes part of a broader cultural shift that values inclusion not as a legal requirement, but as a foundation for good mental health.
12. What advice would you give to colleges aiming to integrate accessibility in their physical spaces to support their students more effectively?
Start small but start with intention. Engage your students in the process. Prioritise staff training alongside environmental changes. True accessibility supports emotional safety, builds confidence and fosters a sense of belonging; it’s not just about movement through space. When you design with that in mind, the whole community benefits.
TL;DR: What We Learned
Accessibility and mental wellbeing are closely linked
Environmental design—lighting, sound, and tactile cues—can ease or worsen anxiety
Tactile markers offer reassurance, structure, and independence
Staff training is essential to support emotional safety
Students must be included in designing inclusive spaces
Small changes can lead to life-changing outcomes
Join the Conversation
Have you implemented sensory-based design or emotional-safe spaces in your school?
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