A Space for Everyone: Humane Learning Spaces Supporting Human Learners

Pam Moran and Ira Socol present a compelling challenge to educators to examine how physical and experiential learning spaces either support or constrain human learners, particularly those who are marginalized, diverse, or neurodivergent. Drawing from their decade-long collaboration transforming 26 schools in a 14,000-student district, they demonstrate how simple changes in seating, furniture arrangement, and spatial design can dramatically improve student engagement, reduce discipline issues, and create more inclusive learning environments. Their work is grounded in Universal Design for Learning principles and the concept of "neuroqueer spaces" - environments comfortable for all neurotypes rather than privileging supposed "normal" ways of being.

"Kids should not be sitting still for more than five minutes at a time, they should get outside every 20 minutes, the room should be filled with distractions... it's proof of how much we continue to lose by people who pretend they're pushing something traditional."

"We asked kids in a very high poverty middle school... how they wanted to change their school and they said they hated their cafeteria and wanted to change their dining experience... their answer was to build two 16-18 foot tall 8-foot square rolling tree houses."

"Everything students see, hear, feel, taste and experience teaches something and most of what is taught is unintentionally really unfortunate... kids don't learn much from the things we say to them but they learn a lot from what we do and our spaces teach an awful lot."

• Take a critical look at learning spaces in your context. What messages do they send about whose comfort matters, who has voice and choice, and what kinds of learning are valued? How might students from different backgrounds or with different needs experience these spaces?
• In what ways might current spatial arrangements prioritize adult control and convenience over student comfort and learning needs? How could this balance be shifted?
• What would it take to implement "every student should be allowed to choose where, how, or if to sit" in your context? What concerns arise, and how might they be addressed?