Neurodivergent students' experiences with multi-sensory environments in school: A participatory action research approach

Schools are one of the most important places for children and young people to participate in targeted support for their challenges and needs. One way in which educators support neurodivergent students (e.g. with a diagnosis such as autism or ADHD) in schools is through the use of multi-sensory environments (MSEs). MSEs were originally intended to provide a

space for students with learning disabilities to enjoy stimulation and support their emotional regulation. However, their efficacy is largely unknown and existing literature is mainly observational, often anecdotal and inconsistent. Several concerns on school-based MSEs have been reported such as staff not knowing when or how to use them with students and little evaluation of activities that take place within the MSE. Despite the sparse and inconsistent

research, MSEs have been widely adopted in schools across the UK. Further research is needed to explore how use of MSEs can support wellbeing, learning and engagement in neurodivergent students. Students themselves are rarely included in research into MSEs, as most of the current literature recruited staff, carers or other stakeholders. Students have the right to express their

opinions on decisions that impact them therefore, there is a need for school-based research which actively involves students. This project would culminate in the creation of a resource which will contain advice co-designed with students on how schools can use MSEs to better support the wellbeing, learning and engagement of neurodivergent students. Using a

participatory action research (PAR) approach, the proposed research aims to answer the following three questions across four studies: Q1: How do schools currently use multi-sensory environments to support neurodivergent students? (Study 1)

Q2: What are school staff and neurodivergent students' experiences with/using multi-sensory environments? (Study 2A and Study 2B)

Q3: Using co-designed methods, can a resource be created to inform the design and use of MSEs to better support neurodivergent students' learning, wellbeing and engagement? (Study 3)

PAR is a qualitative, inductive approach with a 'double objective'. The first is to produce knowledge and action directly useful to the participants, the second is to empower the participants through the process of constructing and using their own knowledge. The researcher is the "tool" for facilitating change rather than the director of the research project.

PAR aims to demonstrate collaborative inquiry as a legitimate form of research and pedagogy. The research methods will be developed in consultation with participants. Findings from all studies will culminate into a resource on MSE design and use, directly informed by the experiences of neurodivergent students and their educators.

This proposed research will adhere to the BPS's Code of Ethics and Conduct (2018), and BERA Guidelines (2018). As neurodivergent children and young people are a particularly vulnerable population, actions to mitigate potential risks to wellbeing include providing Alternative / Augmented Communication Systems (e.g. visuals, technology, signing) to ensure participants

with communication challenges, for example, can express their rights to withdraw.

This resource can provide guidance for the education community as well as clinical and non-clinical stakeholders on how MSEs impact students' wellbeing, learning and engagement in schools and lend further understanding on how schools can make existing spaces more accessible and supportive for neurodivergent students. In addition, by employing mixed qualitative methods such to engage with neurodivergent students with a range of communication profiles, this research will generate knowledge on students from under-represented communities which can then be shared via publications and conferences.

Impact would be further increased through open-science practices, such as pre-registration of all studies on the Open Science Framework.