Beginning in the 2025-2026 school year, California will require dyslexia screening for all K-2 children as per the recent passage of Senate Bill 114 (Education Code 53008). This means all local education agencies will assess every pupil in grade K-2 for risk of reading difficulties. As a result, it’s anticipated that a meaningful number of additional students will be diagnosed with dyslexia and other learning differences soon.
Those who are diagnosed will greatly benefit from early identification, tailored curriculum and services at their school. Architects who design school environments can help in the ways we think about spaces for students who have learning differences. Applying key design principles to spaces not only improves the day-to-day experience for students with dyslexia– specifically in areas of social and emotional competence and their physical comfort in a space– but these strategies also help those within a classroom who may be considered neurotypical, including the faculty and administrators. In other words, designing for students with dyslexia has the power to benefit everyone.
Dyslexia, a lifelong learning difference, is a neurobiological disorder that affects how the brain processes information. The degree to which it impacts learning and developing varies. Most who are diagnosed have difficulty with phonological processing, including accurate word recognition and reading comprehension¹. As our educational system relies so much on reading and writing, it’s critical to think of all the ways students can gain confidence and comfort in a school setting, where some of their largest academic challenges can occur.
Supporting Social and Emotional Competence in K-12 Schools
In addition to delivering their core curriculum, schools can take efforts to support students’ social and emotional competence (SEC) by bolstering confidence and resiliency². We see this happening in the built environment at three different scales: the campus level, the classroom level, and the individual level.
Students with dyslexia are known for their creativity and three-dimensional thinking³. At the campus level, there should be spaces where students can excel in the arts and design-thinking. Providing well-equipped, large environments for music, art, performance spaces, and tinker labs can provide opportunities for learning and development giving students the chance to recognize their strengths outside of the core subjects and thus build self-esteem.
At the classroom scale, confidence and resiliency can come with choice and appropriate tools organized and available for students to use without permission. At Winston Preparatory School, in Marin County, CA, their philosophy is to empower self-regulation and promote trying different solutions. In their classrooms students are given a sense of freedom and choice and this is supported by the classroom design. For example, a classroom with extensive flat countertops or shelves puts math manipulatives within arm’s reach, enabling students to select their preferred problem-solving tools such as blocks, empowered with how best they can learn.
![Designing for dyslexia: How architecture can address neurodiversity in K-12 schools. Rendering courtesy Ratcliff](/sites/default/files/inline-images/Designing%20for%20Dyslexia-V3-0124.jpg)
A learning environment should also support students at the individual level of ergonomics and body movement. Students with learning differences can struggle with concentration and staying still. Instead of expecting students to sit in rows and concentrate, flexible furniture options and permission to stand or sit during class helps students manage their body at the back of the classroom without distracting others. Chairs with casters, wobble stools, standing desks, and even foam bench seating are all adaptable to movement and choice. As Winston Prep Head of School Kristen Atkins noted, “We want to help students ask themselves ‘what do I need to do with my body right now?’ We encourage them to think about what might help them take a break cognitively, what will help them refocus? Whether that’s a certain type of chair, a walk outside, a drink of water. We give them options within limits but over time we get to simply say ‘you know what to do’.” Empowering students with options helps them build resiliency, and with resilience comes confidence to endure different types of experiences.
Improving Comfort for Students With Dyslexia
In addition to building confidence, architects and designers should look for ways to promote comfort for dyslexic learners. As Sarah Fox, Director of Research at Charles Armstrong School in Belmont, Calif., has noted “Classrooms by design can be uncomfortable. Anything we can do to make the teachers more comfortable and students more comfortable means learning can happen.” We see opportunities for comfort at three scales: the campus level, the classroom level and the individual level.
At the campus scale designers can make wayfinding and navigating to different buildings easier. Instead of relying on signs, we can signal a clear hierarchy of entry to a space with a taller pair of doors, a sculptural awning, or a special color. Designers can play to visual-spatial strengths by incorporating images, rather than written words. A connection to the outdoors with distinct, identifiable landscape features can be very valuable in helping students orient themselves around a campus.
At the classroom scale comfort comes from controlling light, temperature, and glare. Natural light is key. Atkins noted in her experience of moving from spaces with artificial light to natural daylight, she saw her students stop wearing baseball caps and stop asking for as much headache medicine. “It really was striking how natural daylight made such a difference, we reviewed the medical requests and we no longer were going through a Costco bottle of Tylenol every month.”
Acoustics of mechanical fans and blowers is another important factor for classroom comfort. The importance was noted by Fox, “Room temperature should be regulated but done so quietly. Fans blow papers around and between that and the noise of heaters turning on and off it can be very distracting for students.” Installing radiant heating in the floor is an effective way to provide thermal comfort as air does not blow around a space.
![Designing for dyslexia: How architecture can address neurodiversity in K-12 schools, Rendering courtesy Ratcliff](/sites/default/files/inline-images/Designing%20for%20Dyslexia-V2-0119.jpg)
At the individual scale classrooms with soft furniture choices, such as a beanbag chair provide a fairly standard comfortable seat. In addition to furniture, other tactile, sensory elements can help. For students with dyslexia who sometimes also are diagnosed with ADHD fidget toys and other diversion mechanisms can help the brain with the task at hand⁴. In every office at Winston Preparatory students can hold onto pillows with sequins that change patterns to provide a small place for movement without distraction. At the lobby area of Charles Armstrong School small ‘dimple pops’ are available for students to manipulate when meeting with administrators or waiting to be picked up. Offering small, hand-held ways to offer movement aids in comfort.
As neuro-research evolves, the links between our built space, our bodies and our brains will continue to become more clear. As architects, we already know we are making design choices that impact students and faculty on a day-to-day basis which can deeply affect learning and thinking. For already diagnosed or newly diagnosed students with dyslexia and other learning differences, recognizing the power of space to build confidence and provide comfort is critical at different scales to optimize school environments.
About the Author
Architect Sarah Knize, AIA, LEED AP, Associate Principal and K-12 Academic Practice Leader at Ratcliff, a San Francisco Bay Area-based healthcare and academic architecture firm known for creating inclusive environments that foster learning and community, designed a multi-year campus plan for Charles Armstrong School, a Grade 2-8 school serving dyslexic students in the Bay Area.
¹ Shaywitz, Sally, MD and Jonathan Shaywitz, M.D. Overcoming Dyslexia: Second Edition, Knopf, 2020.
² Domitrovich, C., Syvertsen, A., and Calin, S. (2017) – Promoting Social and Emotional Learning in the Middle and High School Years. Penn State University
³ https://www.ribaj.com/intelligence/dyslexia-enhanced-ability-creativity-inventiveness
⁴ https://www.understood.org/en/articles/fidgets-for-kids-with-adhd
Related Stories
| Sep 23, 2011
Under 40 Leadership Summit
Building Design+Construction’s Under 40 Leadership Summit takes place October 26-28, 2011 Hotel at the Monteleone in New Orleans. Discounted hotel rate deadline: October 2, 2011.
| Sep 12, 2011
LACCD’s $6 billion BIM connection
The Los Angeles Community College District requires every design-build team in its massive modernization program to use BIM, but what they do with their 3D data after construction is completed may be the most important change to business as usual.
| Jul 22, 2011
Five award-winning modular innovations
The Modular Building Institute's 2011 Awards of Distinction highlight fresh ideas in manufactured construction projects.
| May 18, 2011
Former Bronx railyard redeveloped as shared education campus
Four schools find strength in numbers at the new 2,310-student Mott Haven Campus in New York City. The schools—three high schools and a K-4 elementary school—coexist on the 6.5-acre South Bronx campus, which was once a railyard.
| May 18, 2011
Eco-friendly San Antonio school combines history and sustainability
The 113,000-sf Rolling Meadows Elementary School in San Antonio is the Judson Independent School District’s first sustainable facility, with green features such as vented roofs for rainwater collection and regionally sourced materials.
| May 18, 2011
New Reform Jewish Independent school opens outside Boston
The Rashi School, one of only 17 Reform Jewish independent schools in North American and Israel, opened a new $30 million facility on a 166-acre campus shared with the Hebrew SeniorLife community on the Charles River in Dedham, Mass.
| May 18, 2011
Addition provides new school for pre-K and special-needs kids outside Chicago
Perkins+Will, Chicago, designed the Early Learning Center, a $9 million, 37,000-sf addition to Barrington Middle School in Barrington, Ill., to create an easily accessible and safe learning environment for pre-kindergarten and special-needs students.
| May 18, 2011
One of Delaware’s largest high schools seeks LEED for Schools designation
The $82 million, 280,000-sf Dover (Del.) High School will have capacity for 1,800 students and feature a 900-seat theater, a 2,500-seat gymnasium, and a 5,000-seat football stadium.
| May 17, 2011
Sustainability tops the syllabus at net-zero energy school in Texas
Texas-based firm Corgan designed the 152,200-sf Lady Bird Johnson Middle School in Irving, Texas, with the goal of creating the largest net-zero educational facility in the nation, and the first in the state. The facility is expected to use 50% less energy than a standard school.