By John F. Wright, AIA, LEED AP BD+C

Student centers have always been a place of prominence on the collegiate campus, but in recent years the focus on their capability and responsibility to provide a wide array of social, physical and mental support services has heightened greatly. As architects design the next generation of higher education student-centered buildings, the primary goal should be crafting spaces where individuals can feel supported and welcome. In addition to the common pressures and outside influences that every student encounters, mental health challenges on college campuses are a reality that students face more often. The American Psychological Association’s peer-reviewed journal “Stigma and Health” published a recent showing how struggles with mental health are linked to college students performing worse academically and being more likely to drop out. It is the responsibility of architects to approach design opportunities in a holistic manner to create spaces that consider both students’ physical and mental health so that their individuality and creativity can thrive while they grow as learners.

Fortunately, over the last few years, more colleges and universities are emphasizing a comprehensive approach to student health and transforming on-campus spaces to empower students to rest, rejuvenate, and connect through an array of recreation and engaging options. Architects and college administrators can—and should—continue to partner with student representatives and groups to ensure that these places meet the needs of the current and future generations of learners and elevate their mental health, creativity and academic outcomes.

At Rider University in Lawrenceville, N.J., campus administrators, facilities leaders and the student government have a strong history of collaboration on projects. As the need continued to escalate for spaces to support neurodivergent students and the demands of elevated stress levels, an underutilized computer lab in the Bart Luedeke Center (BLC) was identified as a prime candidate for renovation. Working together, the initial vision evolved into the concept of creating a relaxation lounge. Dubbed the Zen Den, the space is the culmination of an inclusive process where the design team conducted focus-group meetings with the students and staff to explore their needs and select the features that would craft a welcoming environment, spark creativity and remove the excess “noise” of the busy campus beyond its walls. This former tech-heavy space has transformed into a peaceful venue where students can put devices down and engage in calm, healthy activities while mentally recharging.

A crucial role of the Zen Den is supporting neurodivergent students, many of whom struggle with feelings of overstimulation and need a break from technology as well as being surrounded by a bustling campus community. However, rather than a blank room with white walls where sensory input is removed, Spiezle designed the Zen Den so that students can interact with its features, such as textured surfaces and light patterns that create warm colors when touched. Light-based therapy tools such as touch lights in different colors and brightness have demonstrated benefits for neurodivergent individuals.

Other interactive elements of the Zen Den include hanging chairs, which allow students to experience sensory input through gentle swinging movements they control themselves. Beanbag chairs and built-in alcove lounge seating provide soft, comforting options for rest and mental recharge in either a group or individual setting. The variety of options allows each visitor to shape their personal experience in the space and adjust it to their specific needs.

The Zen Den also features biophilic design elements, which aim to reduce anxiety while increasing cognitive function and restoring a depleted attention span by bridging the divide between inside environments and the natural world outside. Covering an entire wall, a sunlit forest mural mimics the natural world—offering a chance for students to recenter through peaceful contemplation.

In addition to offering a blend of relaxation and healthy recreation, student centers must also be places where students can focus on their physical health. a correlation between physical activity and mental wellness for college students, and recreation centers can be a crucial part of that mission. This is especially true for elite intercollegiate athletics.

The National Institutes of Health that with the vast spread of name, image, and likeness (NIL) income opportunities for student-athletes, pressure to choose the “right” school—and then maintain their success in athletics so that endorsements don’t dwindle—presents a constant concern. Add to this the normal academic pressures of completing assignments on time and achieving good grades. Amid such constant stressors, student athletic centers should be imagined as places where those pressures fade away. Biophilic elements are as welcome in a sports training facility for their calming aspects as they are in student relaxation areas. Neutral or other less-obtrusive colors for walls also create welcoming and tranquil spaces.

Making positive architectural design choices in wellness spaces also helps colleges attract and retain top talent, especially as more students are opting for trade schools or vocational training over the traditional four-year college path. At the same time, student-athletes have a wider range of options when choosing where to enroll, and a wellness-focused athletic center can be a key factor in their decision—particularly when it reflects a broader institutional commitment to comprehensive physical and psychological well-being.

Atlantic Cape Community College (ACCC) in Hamilton, N.J., has developed a master plan for its athletics department to boost its competitive appeal. ACCC’s efforts include maintaining gender parity across all sports programs, expanding offerings to engage more students and attract additional candidates, modernizing physical education buildings and facilities, and embracing a more personalized, supportive approach to physical and mental health. This consistent level of support fosters a strong sense of purpose in student-athletes, which translates into school spirit and a shared commitment to team sports. As a result, colleges can experience reputational gains and increased student interest in institutions that truly prioritize student wellbeing.

A student-first approach is critical for designing campus student centers and wellness spaces. College administrators, architects, and design teams collectively have an excellent opportunity to engage students to plan and build campuswide amenities that drive mental and physical fitness. Whether a college builds something new or renovates an outdated venue, students expect and deserve holistic resources on campus. A collaborative process between architects, campus leadership, and student groups leads to positive outcomes that support more sustainable student growth and development while driving a school’s recruitment and long-term success.

John Wright, AIA, LEED AP BD+C,Ěýis a principal at Spiezle. He can be reached atĚýjwright@spiezle.com.

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By Gwen Morgan, RID, IIDA, LEED AP ID+C, and Stephen Parker

Mental health is foundational to quality of life for students and teachers. Recent studies have shown that stress and anxiety in both adults and high school students in the United States are at alarming levels. While the sources of these problems (as well as the solutions) are layered and complex, the built environment is one aspect that can be activated to aid in this crisis—and doing so doesn’t have to break the bank.

What is a Sensory Space?

A multi-sensory environment is a space that has been designed to stimulate or soothe the senses to facilitate relaxation and create a sense of calm.

In the past, sensory rooms have often been implemented in healthcare settings, as well as in schools, primarily for use by specialized populations. Research has shown that such spaces can improve the ability to focus or self-regulate, reduce stress and create a sense of calm.Ěý More recently, in a trend that embraces neurodiversity, multi-sensory environments have been installed in a wider variety of settings, so that a larger portion of the population can access them and the benefits they provide. Increasingly, multi-sensory spaces are being designed in public areas such as libraries, airports and stadiums.

Sensory-enabled architecture incorporates tactile, auditory, olfactory, visual and kinetic elements in design. It looks at how the emotional, psychological, and cultural influences affect how spaces are interpreted and experienced. Sensory-enabled architecture (SEA) is designed to be immersive and experiential. SEA also has the potential to promote mental health and well-being in spaces beyond just healthcare.

In schools, the interest in multi-sensory environments has grown, and the role they play is shifting. Rooms are made available for all students—and sometimes even for teachers. Rather than locating the rooms within a special education or counselling suite, they are often more prominently located to encourage use and reduce potential stigmas. In some cases, sensory room elements are being incorporated into typical classrooms to create a “sensory zone” or portion of the room that could be used by students without needing to leave a class.

What Goes in a Sensory Room?

Sensory rooms may be used by a wide variety of people with different needs, and therefore, typically allow individuals to choose between options such as:

• Sensory stimulation or deprivation through the strategic use of texture. This can include adjustable lights in brightness and color temperature, sounds, including fans or music, scent, images and/or patterns from nature
• Social interaction or alone time through flexible furniture, dividing walls or screens
• Enclosure or openness through furniture solutions, weighted blankets, curtains or tents

Determining the effectiveness of a sensory space through case studies

In 2022, Stantec partnered with Amanda Gale, NCIDQ, WELL AP, associate professor and Undergraduate Program director in Interior Architecture at the University of North Carolina Greensboro, and graduate student Lisa Williams to study the impact of multi-sensory spaces on student stress and anxiety. An unused 270-square-foot office was converted into a sensory space that included paint, carpet, biophilic murals, lighting elements, sound, a weighted stuffed animal and a scent diffuser. Students were surveyed before and after spending 30 minutes in the room using the perceived stress scale, perceived restorative scale, general anxiety disorder scale and through open-ended questions regarding their preferred elements. The study found that:

• Stress was reduced by an average of 3.25 points (0-40 scale), with 41% of people experiencing a reduction in stress
• On the restorativeness scale, the average score was 4.5 (0 = none, 6 = completely), showing that participants viewed the space to be restorative
• Preferred sensory elements included adjustable lighting, sound and seating options, especially when the participants felt a sense of control over these elements

In another study, Austin Independent School District implemented a wellness room in Becker Elementary School. The room included a shared community journal, a poetry center, relaxing furniture at different scales, lamps, projected biophilic patterns and a scent station. Students were asked to indicate how they felt when they checked into the room and again when they checked out.

The study found:

• When checking in, 21.4% were “ready to learn,” 19.6% had “too much energy,” and 58.9% felt “low and slow.”
• When checking out, 82.1% were “ready to learn,” 7.1% had “too much energy,” and 10.7% felt “low and slow.”

The results of both studies demonstrate that multi-sensory spaces are an effective and important tool to help students focus and build resiliency.

Looking at Research-Informed PracticesĚý

Combining empathic considerations with evidence is key to harmonizing sensory environments. The evidence-based design studies that are referenced and applied make the utmost difference. This includes enhancing attention (Han, 2003), restoring positive moods (Lee et al., 2015), and integrating nature within interior or exterior spaces (simulated or actual).

On a minimal budget, designers can combine interior design elements, which include murals, wall dividers, water features, and swing chairs, with adjustable lighting and sound. In addition, leveraging play theory reduces anxiety (Mantzios & Giannou, 2018), lowers heart rate (Roy, 2015) and can be programmed in many forms. The goal is to demonstrate how attainable design interventions can positively affect student mental health, while reducing stress and anxiety. The research results were promising and showed that individuals appreciated the ability to tune their environmental lighting and sound to improve their mood and reduce stress.

Sensory space cost breakdown

A sensory space can be a cost-effective solution. In one of the examples above, a sensory space was installed with measurable results for USD $2,500.

A sensory space can be achievable with a low budget through paint, adjustable lighting, comfortable seating, biophilic patterns or images of nature, incorporating fans, and speakers.

With a moderate budget, a sensory space might include commercial grade furniture, colored lighting, sound, and ventilation options, integrated and modern technology, and the zoning of different experiences (for example, sensory deprivation versus stimulation, or socialization versus alone time).

With a higher budget, sensory spaces can accommodate more complex and controllable features. These might include haptic elements of visual screens, interactive projector systems, circadian lighting or nanometer range fixtures, furniture that allows vestibular movement, interactive elements such as water, bubble, or light tubes and walls, and tactile finishes for stimuli-seeking individuals.

Sensory spaces can effectively improve mental health

Mental health poses a significant concern, but environmental interventions can be achieved at any budget. By designing spaces that offer students a voice and the choice in how they engage with their senses, we can offer support facilities to benefit learning and foster resilience. Design has the ability to elevate the aspirational culture of an organization, safely promote sensory experiences, and encourage agency and autonomy.

Gwen Morgan RID, IIDA, LEED AP ID+C, is a senior principal and discipline leader for Interior Design with Stantec.

Stephen Parker is an architect and mental and behavioral health planner for Stantec.

To learn more, check out resources referenced in this article:

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