of nature tend to be calming yet offer a level of complexity that is interesting but not overwhelming,” says LPA Managing Director of Workplace, Sonaly Dudheker. In school environments, “it’s beneficial to offer a variety of spaces that allow students to select microenvironments to suit their needs,” says LPA Director of K-12, Kate Mraw. “In many cases, we look to design spaces that evoke a sense of calm, and then disperse smaller active zones for people who are comfortable operating in high-stimulation settings.” In Dallas, the recently completed Sheffield Elementary School is organized around a central courtyard, which promotes connections to nature and supports a mix of learning environments. Inside, team teaching areas, or “learning villages” of six classrooms, surround a shared collaborative space that can be adapted to the different learning and teaching modalities. “Students have the opportunity to choose the space that suits their comfort level,” Mraw says. Creating microenvironments demands a deft balance and the need for flexibility, adjustability and opportunities for movement. Furniture selection, acoustic design and lighting levels can offer users greater control over their environment. For some neurodiverse individuals, a restricting environment with limited flexibility may be more distracting. “Mobile and adjustable furniture like sit-stand desks and seating that can roll, tilt or provide continuous movement gives individuals the ability to utilize the physical environment to address the need for movement on an individual scale,” says Amy DiCosola, an LPA interiors project manager. Rather than restricting body movement, designs that support and promote fidgeting and movement provide an outlet for neurodivergent individuals who may be understimulated or require a distraction in an overly stimulating environment. “This enhances focus for individuals with ADHD or other attentionrelated conditions because it allows them to fidget and move their body, so they are not distracted by resisting the need to do so,” Nasland says. Providing multiple access points between indoor and outdoor spaces is an active design tactic that encourages opportunities for movement and exploration through the spaces. In workplace environments, many companies are electing to operate in more balanced environments that neither restrict movement nor provide completely unrestricted space. The design of Britton Middle School in Morgan Hill, California, includes a joint common area with a dining, library and community space that can expand and contract. The ability to create smaller spaces allows for the environment to be tailored to a range of sensitivities and can benefit individuals who are hypersensitive to large social environments. “The flexibility allows students to create movement in the space and adjust the setting to accommodate different experiences,” Mraw says. Supporting different levels of privacy for social interactions can help individuals with neurodiversity have improved levels of comfort because, for some, it can be completely overwhelming. When any learning or work-related environment caters only to group activities, individuals may be forced into unwanted social situations, making it difficult to refocus on a task. Providing a range of space types and sizes allows neurodiverse individuals to control their desired level of interaction and privacy, and consequently hone their focus. “Privacy does not necessarily mean complete seclusion from others. There are different ways for people to experience being alone and being together,” Nasland says. Varied levels of privacy include being alone in private or alone among others in public, compared to being together with others in private or together with others in public. RiverRock Real Estate Group’s new headquarters employs zoning with a mix of private, semiprivate and open zones. Connections to nature and the outdoors can provide a range of benefits. 22 REFLEXION
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