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This research focuses on the best environment for neurodivergent students, introducing the idea of educational niche analysis – a framework for designing ‘better-fitting’ learning environments. Through undertaking case studies in an alternative provision setting, the researchers were able to trial classroom adaptations in science and maths, analysing learning environments for comfort, capability and connection. They conclude that truly inclusive practice is about partnering with students to design environments that work for them.

Key findings are:

• Students benefit when they are active partners in shaping their learning environment.
• Small, co-designed changes can significantly improve engagement and learning.
• Examples included linking maths to theatre design or concerts, improving student understanding and motivation.
• Independent research tasks increased engagement for some learners.
• Hands-on materials (such as modelling) supported conceptual understanding for all.
• Adaptations offering autonomy and flexibility can improve learning and student confidence.
• As well as benefitting individual students, these changes also improved classroom behaviour, reducing conflict.

Implications for policy and practice:

• Educational settings should move beyond ‘bolt-on’ SEND support towards adaptive, flexible environments.
• Student voice and co-construction should be embedded into support planning and decision-making.
• Educational niche analysis, or similar frameworks, should be used to support planning, communication and review.
• SENCOs and teachers should be equipped with practical tools to implement adaptive teaching approaches.
• We should draw on these principles to inform wider SEND reform, particularly through a stronger emphasis on student voice.