Designing a sensory room for post-secondary institutions

Authors

DOI:

https://doi.org/10.47408/jldhe.vi39.1666

Keywords:

neurodiversity, sensory processing, higher education, accessibility, sensory room

Abstract

Disabled and neurodivergent students face persistent barriers in post-secondary education, including challenges related to sensory regulation, accommodations, and inclusion. Sensory rooms, defined as controlled environments designed to support self-regulation, are common in schools and clinical settings but rare in higher education. This study aimed to identify sensory accessibility needs and co-develop a community-informed framework for implementing a sensory room in a post-secondary setting. A community-led consultation involving 41 participants was conducted through semi-structured interviews across two stages: needs identification and design input. Participants included disabled and neurodivergent students and accessibility professionals. Thematic analysis identified six key themes, including sensory barriers on campus, design principles emphasizing user control, inclusive access models, and the role of sensory spaces in fostering community. Sensory rooms represent a promising strategy to improve accessibility and well-being when grounded in meaningful community engagement and institutional commitment.

Author Biographies

Stephanie Quon, University of British Columbia

Stephanie Quon is a medical student at the University of British Columbia. Her research focuses on accessibility in healthcare, disability justice, medical education, and patient safety. She leads community-engaged projects aimed at improving structural accessibility in health and educational systems and is particularly interested in advancing equity for people with disabilities.

Sarah Low, University of British Columbia

Sarah Low holds a Bachelor of Science degree and works as a research assistant at the University of British Columbia. Her research interests include medical education, healthcare accessibility, and health systems research. She has contributed to multiple community-informed projects focused on promoting equity and inclusive practice within post-secondary and healthcare settings.

Erica Nichols, University of British Columbia

Erica Nichols holds a Bachelor of Science degree and works as a research assistant at the University of British Columbia. Her work centres on accessibility in healthcare and education, with an emphasis on inclusive research design and community engagement. She is committed to advancing equitable practices that address barriers experienced by disabled and neurodivergent individuals.

Katherine Zheng, University of British Columbia

Katherine Zheng is a family physician affiliated with the University of British Columbia. Her clinical and academic interests include primary care, patient-cantered care, and improving accessibility within healthcare systems. She is engaged in initiatives that integrate accessibility principles into clinical practice and medical education, with a focus on reducing structural barriers and promoting equitable care for diverse patient populations.

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Published

27-03-2026

How to Cite

Quon, S., Low, S., Nichols, E., & Zheng, K. (2026). Designing a sensory room for post-secondary institutions. Journal of Learning Development in Higher Education, (39). https://doi.org/10.47408/jldhe.vi39.1666

Issue

No. 39 (2026)

Section

Case Studies

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