Wellbeing, Diversity and Inclusion in School Design
In recent years we have seen a much-needed increase in diversity of school environments and models of learning have been developed to address the educational needs of children with physical disability, as well as children with ADHD and autism.
Here we can see the STEM Building embracing and blending into the landscape design.
The apparent rise in disabilities such as autism and ADHD does not necessarily mean their prevalence has increased. Rather this reflects the improvement of diagnosis and recognition. Neurodiverse diagnoses have risen in recent years due to a combination of factors, which include:
Increased awareness Autism and ADHD are now widely recognised and understood by medical professionals, educators, and the public. This has led to more children being screened and diagnosed at an earlier age.¹
Better access to services As neurodiversity has become more widely recognised, there is improved access to services such as early intervention programs, therapy and specialised schools.²
Changes in diagnostic criteria Criteria used to diagnose neurodiversity have changed and expanded over time, which may have led to more children being diagnosed.³
Genetic factors There is evidence that genetics plays a role in ADHD and autism. As our understanding of genetics improves, it is possible that more individuals will be identified as neurodiverse through genetic testing.⁴
Designing schools that have wellbeing, diversity and inclusion at the heart has been and will continue to be our focus moving forward.
Ellen Wilkinson
Associate – Education Leader, DesignInc
So where does this increase in the incidence of neurodiversity leave educators? Overwhelmed?
As architects, we must consider how increased diversity impacts the learning environments we create and how we can better address diversity and inclusion for the wellbeing of all children and their families.
In 2018, the Victorian State Government committed over $2.5 billion for school infrastructure needed to cater for a growing population. Government directed the VSBA to deliver facility upgrades and 56 new schools across Victoria, an investment of $722 million to plan, buy land and construct new schools.*
DesignInc, in collaboration with Brand Architects, successfully completed a bundle of seven VSBA schools that opened in 2021. Building on that experience, DesignInc and Brand Architects were appointed by the VSBA to design and deliver five schools to open in 2024 – two co-located Secondary and Specialist Schools and one standalone Supported Inclusion Secondary School. By the end of 2025 they will have delivered another eight schools for VSBA.
For the design team, the most challenging of these schools to design was the standalone Supported Inclusion School (SIS), Brinbeal Secondary College in Tarneit, given we were designing for a long-term enrolment of 2,160 students. Stage 1 was completed in 2024, Stage 2 will see the remaining two Learning Neighbourhood buildings, a double story Visual Arts building and sport oval to complete the school campus. The SIS model means architects must consider the needs of students with a range of learning and disability requirements and support maximum inclusion and participation by all students.
The SIS model rejects ideas of segregating children with disability into different classrooms or schools. Instead, all students are included within mainstream classrooms. Students with disability are provided with additional resources, supports and accommodations to help them learn alongside their peers. The goal is to create a supportive and accepting environment where all students can thrive academically and socially, embracing and celebrating their differences.
The need to support students with disability in mainstream schools has been recognised for decades, yet the role of the environment has only recently become part of the conversation. Continued discourse between students, families, allied health professionals, and architects is needed to develop and test new school facility designs towards creating models that respond well to students across a range of special education needs.
Dr. Ben Cleveland
University of Melbourne
So, how do you effectively design a Supported Inclusion School with such a large enrolment?
During the design process for Brinbeal Secondary College, the design team consulted with a range of stakeholders. The master plans and designs were developed in consultation with local council, the VSBA and a Design Reference Group (DRG). The DRG members included Project Officers from the VSBA, DET Regional Representatives, currently serving School Principals and Education Strategy Expert, Dr. Ben Cleveland. The design team drew on the collective knowledge of the DRG members to bring together the most current thinking and approach to help shape and form the innovative learning environments at Brinbeal Secondary College.
The role of the VSBA Design Reference Groups (DRG) was to assist in guiding the design in relation to educational requirements and arrangements for integrating the needs of neurodiverse children, as well as providing specific specialist school advice. They provided an opportunity for dialogue and critical feedback in the development of the school’s design, particularly around the organisational structure of the school and how it could best be translated into functional spaces.
Additionally, visits to recently completed Specialist and Supported Inclusion schools provided key opportunities to hear from current staff and gain vital feedback in relation to the functioning of the school on a day-to-day basis, along with current educational pedagogy methods.
Through this rigorous stakeholder consultation process, a master plan for Brinbeal Secondary College was developed that included a combination of single and double-storey buildings arranged on the site to create a protected and safe enclosure referred to as the school heart. A series of outdoor learning courtyards radially connected and linked the Learning Neighbourhood buildings.
The campus consists of 8 permanent buildings:
- An Administration and Learning Resource Centre (with staff lounge and school library)
- Three Learning Neighbourhood buildings
- A Science Technology building
- A Visual Arts building
- A Performing Arts building
- A Community Hub for Physical Education
The response from our students and staff to the new campus has been overwhelmingly positive. The design not only meets the diverse needs of our school community but also reinforces our commitment to creating an inclusive, innovative, and sustainable educational environment. At Brinbeal Secondary College, we are proud to lead the way in fostering a space where every student can thrive.
Simon Haber
Principal at Brinbeal Secondary College
The following site planning principles can be seen in the master plan and landscape design:
- Provision of a clear entry that is welcoming and pedestrian friendly.
- Creation of a school heart that is vibrant and inclusive.
- Providing good permeability around and through the buildings, giving an active accessible ground plane.
- Planning a series of connected courtyards and integrated outdoor learning spaces.
- Orientating buildings to maximise the benefits of ESD and passive design principles.
- Learning spaces are set back from roads to provide visual and acoustic privacy.
The school’s facilities will be suitable for different organisational models and for a diverse range of students in different ways over the life of Brinbeal Secondary College.
Design strategies for SIS settings often need to offer a sequence of learning environments that are structured with access to nature, daylight, fresh air and indoor-outdoor connection, each is important to making students feel comfortable and reducing anxiety. By incorporating biophilic principles, the school presents as a series of healthy buildings that maximise opportunities for children to connect with nature and to support wellbeing. Strong visual connection and direct physical access between indoors and outdoors mean that students who feel stressed or challenged can move to a place that makes them feel calm under the passive supervision of their teachers.
A key design consideration was to provide students of the relevant age range with equitable learning experiences and environments that best respond to the curriculum and student requirements and preferences. Adaptability and diversity in design and approach are essential to achieving this outcome.
To cater for the increased diversity of student’s needs, other factors had to be considered. Non-climbable fencing has been provided to ensure the physical safety of students. Many neurodiverse individuals are prone to wandering and struggle with impulse control, which can put them at risk of physical harm or leaving the school premises without permission. Suitable perimeter fencing helps to prevent this by limiting access points and creating a secure environment. To counterbalance potential feelings of being trapped or confined, these fences have been carefully landscaped to soften the boundary edge.
External exercise bikes in courtyards adjacent to the Learning Neighbourhood buildings are provided to give students opportunities for unstructured exercise throughout the learning day. With the effect of the extra exercise enhancing learning outcomes for students through the passive release of energy and mental reinvigoration. For similar benefits, the outdoor design also has a ‘parkour’ style agility area under shade sails and provision of bike rider education.
Other critical interventions that support and enhance learning and self-development within the school include:
- A carefully considered pastoral care approach to break down the scale of a large school environment and respond to the diversity of children’s individual needs. A Wellbeing Hub is integrated within the Administration Building that can be utilised by external and internal Allied Health workers, such as psychologists, speech pathologists and occupational therapists. This is supported by satellite Wellbeing Hubs within each Learning Neighbourhood building.
- Neurodiverse students can be highly sensitive to their environment. Therefore, it was essential to create sensory friendly spaces that are calm, quiet, and free from distractions. This included consideration of acoustics, colour palette, materials, indoor air quality and lighting of all spaces
- Sensory rooms are provided as a safe space for students to take a break if they become overwhelmed or anxious. Equipped with easy lighting adjustment, music and specialist sensory equipment, the spaces adapt to suit an individual student’s needs at that moment in time.
- Provision of multipurpose spaces suitable for consultations, 1:1 learning or small group learning – providing options for the school to suit the needs of the students and educators.
- Fixed shade for outdoor learning and undercover walkways between buildings to minimise anxiety triggers and sensory overload for neurodiverse students. Covered walkways shield children from the elements, making transitions between buildings less stressful and keeping students on track by providing predictable pathways.
- Laundry facilities provided in each of the Learning Neighbourhood buildings.
- Kitchenette facilities for students within the Learning Neighbourhood and a teapoint within the Visual Arts building to support students with special dietary or medication requirements.
- Provision of pressure poles to each Learning Neighbourhood building as part of the sensory integration program, designed to help improve focus and concentration among students.
- Clear spatial organisation and wayfinding within the buildings has been carefully considered to help students navigate the school more easily by providing a positive sense of structure and routine to reduce anxiety.
- Provision of fixed hoists strategically placed, with additional storage space for equipment associated with inclusive education (eg mobile hoists).
So where to next?
Supported Inclusion School models are designed to provide an inclusive environment for all students, including children with disability. In this model, students with disability are not segregated from their peers and are provided with the necessary accommodations and support to ensure their success.
The mainstream school model, on the other hand, is more traditional and may not always be equipped to meet the needs of students with disabilities. This can lead to exclusion and feelings of isolation.
There is growing evidence that supported inclusion models can be highly effective in improving academic outcomes for all students as well as promoting a more inclusive and accepting school culture and community.
Whilst there are clearly practical challenges in implementing this model as the new mainstream school model, it does seem there are many aspects of the supported inclusion model that could be considered to help support the growing number of neurodiverse students whose disability needs aren’t necessarily being met within the current traditional mainstream school environment.
We are excited to have worked on this school model and are curious what this will bring in developing schools of the future. We look forward to designing more schools where wellbeing, diversity and inclusion are prioritised, giving all students an equal opportunity to reach their full potential.
Author: Ellen Wilkinson – Associate Education Leader, DesignInc Melbourne
Project Collaborators: Brand Architects and Dr.Ben Cleveland, University of Melbourne
References
* Victorian Infrastructure Plan, Victorian State Government 2018
1. https://www.autismspectrum.org.au/blog/autism-on-the-rise
3. https://autism.org/diagnosis-screening-autism/
4. https://www.psychologytoday.com/au/blog/sister-on-the-edge-of-autism/202301/is-autism-genetic