Date of Graduation
12-2024
Document Type
Thesis
Degree Name
Bachelor of Architecture
Degree Level
Undergraduate
Department
Architecture
Advisor/Mentor
Webb, Jennifer
Committee Member
Holland, Brian
Second Committee Member
Brown, Ngozi
Abstract
This thesis examines the design of cafetoriums, multifunctional spaces in elementary schools that serve as both cafeterias and auditoriums and how their current design impacts neurodivergent students. Since students spend a significant amount of time in these spaces, whether eating lunch, attending school events, or participating in community programs, cafetoriums play a crucial role in the overall school experience. Current designs often fail to accommodate the unique sensory and cognitive needs of neurodivergent students, which affect how they perceive and interact with their environment. By prioritizing elements such as improved acoustics, calming lighting, adaptable furniture, and thoughtful spatial layouts, this research aims to provide best practices that not only enhance the experience for neurodivergent students but also provide flexibility and solve for complex and contrasting programs. These solutions are derived from evidence-based data from both literature reviews and personal testimonies of those who struggle with sensory sensitivities. The ultimate goal of this research is to raise awareness and spark creativity among architects and educators about the profound influence of the built environment and the potential ways we can use space design to improve human behavior, mental health, engagement, and the overall experience of neurodivergent students in common spaces like the Cafetorium.
Keywords
Neurodivergent; Cafetorium; K-12 School Design; Cafeteria; Auditorium; Space Influences Behavior
Citation
Kersey, S. N. (2024). School Cafetoriums and Students Who are Neurodiverse: Solving for Conflict in Functional Design Programs and Student Needs. Architecture Undergraduate Honors Theses Retrieved from https://scholarworks.uark.edu/archuht/77