Providing a Calming Retreat: A Guide to Designing Sensory Spaces in Schools

To address the needs of diverse student bodies, many schools are incorporating sensory spaces and quiet zones into their classrooms or buildings as part of Universal Design. Originally designed for students with special needs, more schools are now embracing this inclusive concept of replacing time out with a time in. The terms vary from Quiet Space to Mindfulness Room to Cozy Corner to Zen Den, but all have a common goal: to create a sensory time in area where students can disconnect from the external world and reconnect with breath, body, and internal awareness. As part of Social and Emotional Learning (SEL) this concept of self-regulation is a key part to help support student focus, attention, behavior and sense of wellbeing.

Sensory areas or rooms can be highly versatile, with options that support students who are sensory seeking as well as options to support students who get overstimulated. For students with high sensory preferences, it’s beneficial to have access to a dedicated space that is equipped with the tools and resources to accommodate these needs.

When bringing sensory spaces into schools, one of the primary goals is providing students with strategies to feel more relaxed, comfortable, and engaged throughout the school day. Sensory spaces can be a calming retreat, providing relief to students who struggle with the demands of constant sensory processing that comes from typical school environments.

School environments are often filled with noise, bright light, fluctuating temperatures, and other intense stimuli like large crowds. This can pose a challenge for neurodivergent learners, including students with autism, ADHD, sensory processing disorders and others. Take Carl for example who is eight years old and on the autism spectrum. By the time he gets off the bus in the busy schoolyard entrance, on to the noisy aromatic cafeteria for breakfast then transitions down the crowded hallway with polished shiny floors and hanging art adorning the walls, his sensory system is already on high alert to process and filter all this incoming information. An hour later, still in sensory overload, he goes into a full-blown meltdown from the fluorescent lights in the classroom, the noise of the HVAC system, while trying to listen to his teacher. By giving Carl ten minutes or so in the sensory corner when he first arrives to the classroom, he can pause and regroup and so face the demands of the morning more successfully.

Calming sensory spaces that function as “quiet zones” in educational settings provide students with a necessary break to help reduce overstimulation. Quiet zones offer a controlled environment where students can regroup, self-regulate, and recover their ability to focus and engage in learning. Regulation before education is key!

Not only are quiet zones helpful for neurodivergent students, but they are also a haven for students with adverse childhood experiences (ACEs) or complex trauma. By engaging the senses in that support individual preferences, these calming sensory spaces can foster an environment of safety and security, and may also mitigate potential triggers students associate with trauma.

In an educational setting, sensory spaces offer a comfortable and controlled environment to practice self-regulation. Self-regulation is the process through which an individual manages their own emotions and behavior in response to experiences or the environment. This essential self-management skill is central to social emotional learning and development.

In addition to those with sensory processing challenges, sensory spaces provide a sanctuary for students experiencing anxiety or other emotional distress. When these calming areas are available, students can learn how to advocate for their needs and retreat to sensory spaces when necessary.

Having a designated space that provides adequate spatial boundary definition that is away from high traffic areas allows the student to work through their dysregulation using various therapeutic and sensory techniques. Regular visits to sensory spaces enable them to develop more effective self-regulation skills over time, supporting their long-term emotional health and wellbeing. Our student Carl for example was unable to verbalize his need for some sensory quiet time so instead escalated his behaviors until he was put in time out, which was a quiet corner away from the rest of his peers. The addition of a sensory quiet space in the classroom with a regular schedule for sensory breaks during the day resulted in a dramatic decrease in his off task/meltdown behaviors.

When designing sensory spaces in schools, the overall atmosphere is key to creating a comfortable environment. These functional design elements play an important part in minimizing sensory overload and creating a welcoming space for all.

Atmospheric elements, such as lighting, temperature, and sound, are foundational in the development of a sensory area or room.

Lighting: When possible, choose warm and dimmable lamps avoiding harsh overhead lighting. If lamps, natural or recessed lighting are not options, try adding light covers to diffuse the harsh glare from overhead fluorescent lighting.

Temperature: According to the Regional Educational Laboratory (REL) ideal classroom temperature vary with the season (68-72 degrees in winter and 73-79 summer) but if climate control is not possible within the sensory space, consider offering portable fans and/or blankets to aid students in temperature regulation.

Sound: Sound management techniques, such as acoustic panels, noise canceling headphones, or white noise machines can also help students find comfort when they visit sensory spaces to self-regulate. If a tablet or other device is a possibility with a Bluetooth speaker or headphones there are a variety of free apps that can be downloaded to simulate white noise or calming nature sounds.

Depending on the age range and needs of the students using the area, different sensory tools may be helpful to accommodate a variety of sensory needs. When selecting sensory tools, consider the key areas of sensory processing:

Visual: Beyond calming color schemes and soft lighting, visual input is a huge part of a sensory space. Fiber optic light strands or light cubes create functional ambient lighting that allow passive or interactive options.

Sound: In addition to the featured options mentioned in the elements section above, consider investing in additional auditory options. Features like a calming bubble wall or a vibroacoustic lounger are considered multi-sensory options as they tap into the visual and deep touch pressure sensory systems.

Smell: Olfactory or smell input is an often-overlooked system. Many neurodivergent students can be super sensitive to smells and find perfume, janitorial products, certain foods and other odors to be noxious to their sensory systems. It’s essential to avoid chemically-scented products in a sensory space––such as air fresheners and scented cleaners––as these commercial products often have added chemicals that are irritants. Instead, consider more sensory friendly alternatives like an essential oil diffuser for aromatherapy, keeping in mind the age range of students and any potential allergies or sensory preferences. Or try a drop or two of an essential oil like lavender on a tissue or cotton ball if a full room scent is not an option.

Taste: Gustatory input or taste is a valuable sensory experience. It can be beneficial to allow students to bring snacks or drinks into a sensory space as allowed! Crunchy salty snacks like popcorn or pretzels may help with alerting, for example for focus/attention while something sweet like a lozenge or lollipop may be calming. Liquids sipped through a straw vs. just drinking from a cup, stimulates additional muscles in the face, mouth and jaw that may help with the self-regulation response. Therapists term this the suck-swallow-breathe response and it is similar to when a baby self-soothes when given a bottle.

Touch: There are a wide variety of ways to offer tactile or touch experiences in a sensory space, including fabric choices on furniture, deep pressure tools, or textured objects. Soft blankets, stuffed animals, and sensory fidgets are good options for portable tactile tools.

Movement: Vestibular or movement input is one of the powerhouses of a good sensory space as movement has an impact on the brain’s ability to organize, focus and regulate. Be sure to give options for sensory preferences including a swing for gentle rocking and/or more dynamic options like an adjustable stool.

When creating a sensory space, it’s important that the furniture you choose is functional, durable, and provides a practical sensory experience. Here are five essential types of furniture to add to a K-12 sensory space:

Soft seating: MiEN’s FLEX lounge series is a practical addition to any sensory space. This range of lounge furniture offers everything from floor cushions to modular seating to mobile benches, making it extremely versatile. The durable but smooth fabrics and padded seats provide a soothing and comfortable place for students to relax and self-regulate in sensory areas or rooms.

Mobile furniture: Choosing mobile furniture for a sensory space allows flexibility and reconfiguration of the space. Mobile storage options like the KIO Tinker can be a good place to store sensory tools, while the rounded edges provide a safer option for students with spatial awareness challenges.

Tactile furniture: Furniture with tactile surfaces can provide its own sensory experience for students. For example, MiEN’s GROW series is covered in light grass turf which provides a soft, grass-like surface that invites interaction and sensory exploration.

Seating that allows movement: For students who are sensory seeking, chairs that provide more dynamic input may help the self-regulation response. The BAY lounge chair can be a good option for a cozy sensory space, providing both the comfort of a lounge chair and the movement input these neurodiverse learners need. For even wider range of movement, a balancing stool enables students to wobble and wiggle in all directions.

Acoustic pods: Acoustic pods are a fantastic way to create quiet zones anywhere in your school, including within a sensory space. MiEN’s sister company Ecolution Design creates sustainably crafted acoustic pods that can provide a calm and quiet environment within a sensory space or as a freestanding sensory space of their own.

At MiEN, we take a holistic approach when designing our innovative furniture offerings. We consider how each aspect of the design––style, shape, size, durability, materials, and mobility––will function in a variety of different spaces. This is particularly important in sensory spaces, where many of these design elements become part of the sensory experience for students.

If you’re ready to create a sensory space in your own school, reach out to a MiEN representative to learn more about how we can assist you in designing one of these beneficial environments.

Cecilia Cruse, MS, OTR/L, Special Needs Consultant for MiEN, is a dedicated expert with over 30 years of experience in the field of occupational therapy, specializing in sensory integration and educational environments for students with special needs. Cecilia has a robust background working as an occupational therapist in various settings, including schools and private practice, where she has championed the development of sensory-friendly spaces that enhance learning and engagement for all students. In her role at MiEN, Cecilia collaborates with educators and designers to create inclusive, flexible learning environments that accommodate diverse sensory and learning needs. Cecilia holds a bachelor of health science degree in Occupational Therapy from the University of Florida and a master’s degree in Education from Georgia State University. Cecilia is a recognized leader in her field, known for her passion in ensuring every student has the opportunity to thrive in an environment tailored to their unique abilities. Cecilia envisions a future where learning spaces are universally designed to support the success of all learners, regardless of their individual challenges.