Creating learning spaces that promote wellbeing, participation and engagement: Implications for students on the autism spectrum

The developmental wellbeing of students is strongly influenced by their response to their environments (Frankish et al. in Health impact assessment as a tool for population health promotion and public policy. University of British Columbia, Canada 1996). Creating learning spaces that promote participation, engagement and wellbeing are therefore important for all students. In the case of students on the spectrum, evidence suggests that students on the spectrum have sensitivities to environmental stimuli that may affect their attention and academic performance in the classroom (Ashburner et al. in J Occup Ther 62:564–573 2008). As a result, consideration of the design elements of learning environments is essential to not only promote effective teaching and learning but also support wellbeing for this specific group of students. This chapter will explore some of the key issues for students on the spectrum identified in the research. An extensive review of the literature is used to inform the creation and design of learning spaces to address these key issues with the aim of positively influencing their learning, participation and engagement in educational settings. The benefits for all children will also be highlighted.