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University life can be an overwhelming experience, especially for neurodivergent students navigating new environments and experiences while balancing their studies. A new cross-faculty collaboration has seen the creation of a pioneering sensory room at 91����’s Penrhyn Road campus offering a sanctuary of calm for students needing a safe space in which to find respite.

The sensory room brings together expertise from two faculties to create an innovative solution for student wellbeing. The project was spearheaded by Department of Psychology associate professor Dr Elisa Back, working within the Faculty of Business and Social Sciences, in partnership with Design School senior lecturer Dr Anke Jakob, working within Kingston School of Art,  whose previous experience includes designing sensory spaces for people with dementia. Alongside this academic expertise, students from the University’s Autism Peer Network were heavily involved in the planning and implementation of the space.

The two year project began with initial funding from Santander Universities UK for the early-stage research phase and has received strong institutional support from across the University. The initiative positions Kingston among the very few universities in the UK to offer such a specialised space for students with sensory processing needs.

Dr Back, who created and leads the University’s Autism Peer Network for students and is Director of the , said the launch provided a vital and valuable space for autistic students and other neurodivergent students within a higher education context. “The sensory room gives neurodivergent students a place where they can potentially demask and be themselves away from the busy corridors and lecture theatres,” she said. “It also supplies them with a quiet study area in which to spend time in between lectures," she said. 

“My research area focuses on autism and neurodiversity across the lifespan. This research informs our new room and is led by differences they may have in social communication and sensory processing, and the sources of support and interventions available for them,” she said. “As academics, we may have designed the room slightly differently, but with the input of the students, who are the ones who are going to be using the space, it was a great example of collaborative research and design."

Designed with inclusivity in mind, the room is thoughtfully divided into five distinct areas – a welcoming entrance, a dedicated study area, and three sensory pods offering varying levels of stimulation, high, medium, and low, tailored to meet specific sensory needs.

The high-stimulation pod is perfect for those who seek sensory engagement, featuring dynamic lighting and tactile elements such as fibre optics, laser projectors, an infinity table, bubble tubes and comfortable bean bags. For those who need a quieter, more subdued environment, the low-stimulation pod provides a peaceful, dimly lit space with minimal sensory input. The medium-stimulation pod offers a flexible balance, with an adjustable curtain that allows students to customise the sensory experience to their preference. 

Additional sensory items are available for use in the pods, including noise-cancelling headphones, weighted blankets and fidget toys.

Dr Jakob, whose expertise lies in creating inclusive sensitive environments, emphasised that the beauty of this project lay in the student-led process of creating the room. “We invited students to workshops where we discussed the functionality and appearance of the space, including what equipment should be available. We used a simple cardboard model to explore options for the room’s layout out." she said. 

The new facility will initially be piloted with autistic students through the Autism Peer Network, before expanding access to all students registered with the Disability and Mental Health Service.

The Autism Peer Network was instrumental in the development, with 91���� graduate Rachel Crossley-Watters among those involved. "We visited universities with sensory rooms, who were incredibly welcoming and really useful in explaining the benefits their sensory environments have provided their students," she said. 

“We also examined the non-graduate statistics of neurodivergent students specifically. It was shocking to see that even students who were capable, were not graduating,” Crossley-Watters said. “The statistics that came out were eye-opening and it really did demonstrate how much benefit it could bring to autistic and neurodivergent students."

PhD student Charlie Wilson, who is currently researching autism representation in modern film and television, highlighted the practical need for the space based on personal experience. "A lot of students lack the space to actually be themselves. There is a large neurodivergent community at the University, especially within Kingston School of Art,” they said. “Previously we have not had a space to regulate ourselves, in a quiet place with low level lighting, having access to this sensory room where I can come and get my work done is revolutionary for me.”

• Find out more about studying Psychology at 91����.
• Find out more about studying design at Kingston School of Art.