Beyond the Classroom: The Impact of Sensory Design (Acoustics, Lighting, and Breakout Zones) on Student Regulation and Learning in Special Schools (2015–2025)

Abstract

The physical design of learning environments plays a critical role in shaping student regulation, engagement, and access to learning, particularly within special school settings where learners often experience heightened sensory sensitivities. This literature-based review examines the impact of key sensory design dimensions—acoustics, lighting, and breakout zones—on student self-regulation and learning in special schools, drawing on peer-reviewed research and policy literature published between 2015 and 2025. Guided by a regulation-as-access perspective, the review integrates evidence from environmental psychology, autism-responsive architectural frameworks, and special education research to explore how sensory conditions mediate students’ capacity to remain regulated and instructionally engaged. Findings from the reviewed literature indicate that poor acoustic conditions and inappropriate lighting can increase cognitive load and dysregulation, while sensory-responsive design features and structured breakout spaces can support emotional regulation, de-escalation, and re-engagement with learning. However, the review also identifies significant gaps in the literature, including fragmented examination of sensory dimensions, reliance on short-term and perception-based outcomes, and limited special-school-specific empirical evidence. By synthesizing research across disciplines and policy contexts, this review highlights the need for integrated, evidence-informed sensory design approaches that support regulation as a prerequisite for meaningful participation and learning in special school environments.