Psychological Safety in Innovative Learning Environments: Planning for Inclusive Spaces

This study examines design aspects of special education spaces in newly built schools in Australia. It highlights a critical misalignment between architectural concepts and educators’ practical realities. Features like hypervisibility, open-plan layouts, and excessive sensory stimulation are identified as potential barriers to these students’ well-being. The research strongly advocates for collaborative design processes, integrating architects, educators, and students. It emphasizes the crucial need to understand and incorporate the diverse perspectives of learners, particularly using methods like photovoice. Key findings underscore the importance of thoughtfully addressing design elements affecting psychological safety, including breakout rooms, spatial movement, and sensory input. The study promotes ongoing dialogue and in-depth research into inclusive design, aiming to create environments that prioritize student well-being and learning. It calls for a move towards shared understanding of inclusive design principles, dismantling compartmentalized knowledge. Ultimately, this resource aims to facilitate a collaborative approach to special education design, ensuring every student’s psychological safety and educational success.