What should inclusive learning environments look and feel like?

Our design approach combines practical educational experience with emerging research around biophilic design, neuroinclusive design, , biophilic design theraputic design. We believe that inclusive environments shouldn't feel clinical or institutional. They should feel welcoming, comfortable, predictable and supportive of the diverse needs of the children who use them.

The physical environment matters. Emelia’s academic paper describes the environment as the "third teacher", the design of a space can influence wellbeing, engagement and a child's ability to learn.

Our work around Inclusion Support Bases has recently attracted interest beyond Solihull, with schools, academy trusts and local authorities increasingly asking how they can create more inclusive learning environments within their own settings. In particular, there is growing interest in how mainstream schools can develop Inclusion Support Bases and Specialist Bases that better support neurodivergent learners and pupils experiencing barriers to education.

We know school leaders are busy. That's why we're currently developing an Inclusion Base Playbook, bringing together the latest research, practical learning from our projects, and a carefully curated palette of furniture, finishes, colour schemes and design principles.

Our vision is that, by demonstrating the art of what's possible, the inclusion base will act as an inkdropper, slowly spreading out across the wider school estate as buildings are maintained, refurbished and developed over time. Ultimately, it becomes a whole-school approach, with the principles first established in the inclusion base influencing every project we deliver.

As a result, all of our education projects, whether new build, refurbishment or extension, in mainstream or special schools, are designed using biophilic and therapeutic principles.

Join the waiting list for our Inclusion Base Playbook

We’ll sent it to you as soon as its ready - anticipated - Jan 2027.