Truly inclusive design: Let’s start with schools!
04 Sep 2026
A/Prof Benjamin Cleveland – LEaRN, Faculty of Architecture. Building & Planning, The University of Melbourne.
This article was supported by the Designing Learning Spaces for Diversity, Inclusion and Participation ARC Linkage project.
As designers, we can make schools more welcoming and accessible for everyone. Thankfully, the architecture profession is increasingly committed to creating spaces that support neurodivergent individuals and people with disabilities, recognising that disability often stems from how people interact with their environments. When our surroundings fail to meet individuals' needs, barriers arise. Thoughtful design can help reduce these challenges.
The Disability Royal Commission, which concluded in 2023, emphasised the urgent need to remove barriers and promote participation for all Australian school students. Many students with physical disabilities still need to advocate for better access, particularly in schools housed in older buildings that pose physical barriers. Simple measures such as shorter travel distances, covered walkways, and accessible bathrooms can significantly improve access. Schools can also request upgrades to enhance their facilities.
Physical access isn’t the only issue—sensory sensitivities matter too. Noisy hallways or loud hand dryers can easily overwhelm students. By recognising these barriers and designing inherently accessible, adaptable environments, we can foster more truly inclusive spaces.
A recent study in the International Journal of Inclusive Education [1] highlights the importance of designing spaces that are available, accessible, and flexible. Involving people with lived experience of disability in the design process helps ensure that solutions are meaningful and effective. Participatory approaches can identify barriers and solutions, thereby promoting genuine inclusion.
Schools play a vital role in fostering inclusive communities and should support all students—both with and without disabilities—as well as staff. As designers, we can promote universal access by treating the built environment as integral to an inclusive ecosystem and by making a positive difference for everyone.
[1] Cleveland, B., Imms, C., Merrick, N., Imms, W., Aston, R., Candido, C., Tregloan, K., Clinton, J., Alterator, S., Loh, P., & Graham, L. (2026). Inclusive learning spaces in Australian schools: an exploration of stakeholder participation, perspectives and priorities. International Journal of Inclusive Education, 30(8). https://doi.org/10.1080/13603116.2025.2553212
