Designing inclusive playgrounds that support neurodivergent children’s needs

February 25, 2026

Introduction

Many school playgrounds do not always reflect the needs of the children who play there – especially neurodivergent children. Overwhelming noise, poor spatial design, and a lack of sensory-friendly areas can lead to some children feeling left out. Because of this, they might miss out on opportunities to learn new skills and make friends.

This brief draws on a 2025 study in which neurodivergent children aged 10–12 from two Australian public schools were asked to conceptualize their vision of an ideal school playground. The study aimed to explore which play features most effectively support inclusion and well-being at school, and how equitable research methods can boost neurodivergent voices within the fields of inclusive design and education.

This brief offers insights and guidance for educators, designers, landscape architects, and policymakers on how to create playgrounds that are accessible, supportive, and tailored to the needs and preferences of neurodivergent children.

Playground Research ikoner 2 Playground seesaw, ball and swing

Key results

The study used a co-design approach to support the diverse needs of neurodivergent children. Co-design is an approach that challenges traditional hierarchies by promoting equal participation, enhanced engagement, and trust. Over a twelve-week period, four co-design workshops were held at the schools with two groups of children aged 10–12.

This process led to the development of play prototypes. The students revealed six key themes, showing how play features are closely connected to physical, social, and sensory experiences. Together, these themes highlight what matters most for creating inclusive and supportive sensory play spaces.

Six themes that matter for neurodivergent children in play spaces

1. Playgrounds are too safe and boring

2. Sensations and sounds to make you feel good

3. Challenging play features

“Why do I feel better when I climb up high?”

4. Nature

5. Unusual, fantastical, and unexpected features

“Under the slide is a good place to hide.”

Four design principles in inclusive playground design

1. Sensory experiences

2. Challenging opportunities

3. Social interaction

4. Natural elements

From these themes, four important design principles occured. These findings show that when children feel included and have access to features that support their sensory needs, they are more likely to enjoy their time, build social connections, and stay engaged longer.

Recommendations

The findings offer practical guidance for educators, designers, landscape architects, and policymakers aiming to create more inclusive play environments.

Rich sensory environments and diverse play features

The study shows that rich sensory environments with diverse play features support children’s emotional regulation, physical activity, and cognitive engagement in the school playground.

The co-designed play prototypes highlight spinning, swinging, climbing, imaginative zones, and natural spaces as meaningful play areas.

Children also seek higher-risk elements – like flying foxes and hamster wheels.

At the same time, features that create negative sensory input, such as static shocks from slides, can reduce engagement.

Support relaxation and social Interaction

Play areas should allow for both relaxation and social interaction.

The children expressed preferences for seating, quiet zones, and high vantage points.

Structures like treehouses on high ridges show how playgrounds can naturally encourage engagement while accommodating different sensory needs.

Whether climbing a tree or sitting quietly in a garden space, children prefer multiple types of engagement.

Co-design and neurodivergent participation

The research also demonstrates that neurodivergent children can actively contribute to research.

Children provide essential insights when equitable methods like co-design are used.

Future research should continue to centre neurodivergent voices, expand inclusive design frameworks, and advocate for systemic change in how play environments are planned, funded, and implemented across schools.