Evaluation of a Multisensory Room Constructed to Support Neurodivergent Students in Higher Education
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ORCID
0009-0008-2483-1526
Date of Graduation
5-15-2025
Semester of Graduation
Spring
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
First Advisor
Renee Staton
Second Advisor
Robin Anderson
Third Advisor
Kristina Blyer
Abstract
An increasing number of neurodivergent students are entering higher education and these students experience many barriers to success. One barrier is the neuro-typical design of physical spaces which lack access to sensory control. In fall 2024, James Madison University, a rural R2 university located in the United States, constructed a space inspired by the concept of Snoezelen (Hulsegge & Verheul, 1987). Traditional clinical applications of multisensory room-based interventions involve trained facilitators and structured activities; however, studies on nondirective spaces with multisensory elements that are designed to reduce stress have shown some efficacy, particularly with regard to hospital workers. At present, no research exists evaluating the efficacy of multisensory spaces in higher education. This study seeks to evaluate the effectiveness of this sensory space as it relates to decreased anxiety and sensory overload in its users. Participants included students, faculty, staff and other members of the university community who self-selected to participate in a voluntary survey post-room use. Both average self-reported anxiety and average self-reported sensory overload decreased pre- and post-room use, with paired sample T-tests indicating statistical significance. Given the impact of the room on anxiety and sensory overload levels, institutions wishing to address the needs of neurodiverse students may wish to consider creating similar spaces for their students to use.
