And so what we were finding was that students were really gravitating towards these spaces and we started to ask why. And it was all about the flexibility in furniture. It was all about the ability to move around and reconfigure the space on their own. And I think that’s where we’re really starting to see a lot of the synergy between what we’ve learned in wellness spaces and what students are actually looking for in their everyday environments.
Inside Higher Ed: How can colleges ensure that these wellness spaces are accessible to all students, including those with sensory needs or disabilities?
Robichaux: I think it should all start with a commitment to accessibility in design. I think a lot of the universal design principles are really important here, because it’s not just about having a ramp or having an elevator, it’s about creating spaces that are universally accessible and universally understood and universally enjoyed.
And I think that’s where sensory rooms can come in. And I think that’s where the empathy in design can come in, because when students are able to make their own decisions about how they’re interacting with their environment, that’s where we start to see the most success.
For example, at the Tang Center at UC Berkeley, it’s not just about the physical design but also about the programming—the programs that are offered, the different types of counseling services that are offered, the different types of health screenings that are offered.
And so, to me, wellness services should be comprehensive and should be accessible to all students, because when we’re able to do that, that’s where we start to see the most success in terms of mental health outcomes, in terms of general well-being.
Mantooth: I would add that I think it’s also about not only universal design, but it’s about universal understanding. Making sure that all students understand that these spaces are for them, that they are accessible and available to them, and that they should feel safe and comfortable using them. Because I think that’s where the biggest benefit is going to come from.
Inside Higher Ed: What can colleges and universities do to continue to prioritize the mental health and well-being of their students through environmental design?
Mantooth: I think it’s about continuing to elevate the conversation and continuing to include students in these conversations. I think it’s really important to get their feedback, to understand what’s working and what’s not working, and to make sure that these spaces are evolving as the needs of students evolve.
Robichaux: I would also add that I think that it’s about having a commitment to understanding that the built environment does matter. And I think that’s where we’re seeing a lot of movement in the industry, and I think it’s really exciting to see that, where universities are starting to really prioritize these spaces as an integral part of the student experience.
And I think that’s where we’re going to continue to see more research and more investment in these types of spaces, and I think that’s really exciting.
This interview has been edited for length and clarity.
Listen to past episodes of Voices of Student Success here.
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Making sure that these spaces are inclusive and welcoming to all students is also a key consideration in design. It’s important to create spaces that make students feel like they belong and that they are a part of the community. This can be achieved through thoughtful design elements that reflect the diversity of the student body and promote a sense of inclusivity.
Overall, the trend seems to be moving towards a more holistic approach to mental health and wellness on college campuses. Designing spaces that not only provide opportunities for relaxation and socialization, but also integrate mental health services and support, is becoming increasingly important. By creating environments that cater to the diverse needs and experiences of students, universities can better support the overall well-being of their student population.
Robichaux: It’s great to hear about the proactive approach NYU took in creating a low sensory space for students. It really shows how important it is for universities to listen to their students and respond to their needs. By creating spaces that cater to the diverse needs of the student population, universities can truly support the health and wellness of their students.
Mantooth: Absolutely. It’s vital for universities to understand the unique needs of their student body and provide resources and spaces that cater to those needs. By creating inclusive and culturally sensitive wellness programs, universities can ensure that all students feel represented and supported in their academic journey. It’s heartening to see the shift towards a more holistic educational experience that prioritizes student well-being.
Robichaux: I agree. The conversation around campus design and infrastructure to support student health and wellness is crucial. By focusing on access to resources and creating spaces that cater to the diverse needs of students, universities can truly enhance the overall student experience. It’s important for universities to continue to engage with their student body and adapt their campus environments to support student well-being.
Mantooth: Definitely. By actively listening to students and understanding their needs, universities can create spaces that truly reflect and support the student population. It’s inspiring to see how universities like NYU are taking proactive steps to create inclusive and accessible spaces for their students. This not only enhances the campus experience but also promotes a culture of well-being and support for all students.
Kehoe: Absolutely. I think it’s really about creating a space that is welcoming and accommodating for all students, including those who may have sensory sensitivities or needs. It’s about understanding the different ways in which students may need to decompress or recharge, and providing a space that allows for that. And I think it’s great to see libraries evolving in this way, moving beyond just being places for books and studying, but also as spaces for community and well-being.
It’s important to listen to feedback and incorporate it into the design process. Students have valuable insights on what they need and how they will use the space, so involving them in the decision-making can lead to a more successful outcome. Additionally, creating a space that allows for flexibility and personalization, such as providing pillows, yoga mats, and weighted blankets, can help students feel more comfortable and make the space their own. Overall, the key is to prioritize the needs and preferences of the students who will be using the space to create a welcoming and beneficial environment.
No tengas miedo de promocionarlo y salir a compartir esta información, de que el espacio está disponible y realmente intentar responder a las necesidades de los estudiantes.
No necesita ser su propio espacio autónomo y dedicado. Esa es la idea ideal: que tendrías un espacio apartado que realmente esté aislado, porque esa parte del sonido es realmente importante. Por supuesto, no quieres interrumpir a los usuarios del espacio, pero tampoco quieres que los usuarios del espacio interrumpan a otros. Pero se puede hacer, y tampoco tiene que ser para un gran espacio. Podría ser solo un pequeño espacio.
Hablé sobre las características del diseño, y fuimos realmente cuidadosos con el color de la pintura y las opciones de tela y todas esas cosas. Si simplemente hay un reconocimiento en cualquier organización de que este tipo de espacio es necesario, y podría ser solo una oficina individual, o podría ser un rincón tranquilo en el edificio, y donde simplemente agregas algunas de estas características y lo apoyas, que está dedicado a ese tipo de uso. Creo que eso ayuda mucho. Así que eso es algo que he aprendido.
Tuvimos la suerte en NYU de contar con el apoyo de la comunidad, y luego, a través de asociaciones y conversaciones, la biblioteca recibió información sobre una subvención a la que podían aplicar. Es la subvención del estado de Nueva York para apoyar a los estudiantes con discapacidades que se ha utilizado para financiar este proyecto. Había financiamiento disponible. Pero muchas conversaciones en las que estoy son como: “Bueno, no hay fondos disponibles” o “es difícil justificar esto cuando hay otros proyectos”. Me gusta decir que se puede hacer sin un gran presupuesto.
Inside Higher Ed: Si tuvieras que argumentar ahora diciendo, ¿vale la pena la inversión, es esta una prioridad principal para las instituciones, dónde te colocas en ese argumento?
Kehoe: Sí, 100 por ciento, vale la pena la inversión. Vale la pena el tiempo que lleva entender lo que necesita tu comunidad y ser un defensor. Incluso pienso en, como, hay 200 estudiantes que lo están usando, y he escuchado de al menos dos docenas de esos estudiantes lo impactante que es. Así que incluso si no son los 60,000 estudiantes de NYU que me están enviando un correo electrónico diciendo que es tan importante, sé que ha tenido un impacto para aquellos estudiantes que más lo necesitan, y eso ha valido totalmente la pena.