ADHD and autism spectrum disorders (ASD) pose major challenges for schools. Together with the Swiss Centre for Barrier-Free Architecture, a project team from the School of Applied Psychology turned its attention to the design of learning environments. Through interviews with ten affected children aged between seven and thirteen, eleven teachers and a special needs teacher from different schools, the researchers explored which factors are perceived as disruptive and which are viewed as conducive to learning. The study also incorporated parents’ assessments gathered through an online survey. The findings were then examined in greater depth together with experts from the fields of paediatrics, occupational therapy, psychotherapy, and special and remedial education.
Cognitive recovery and self-regulation
“High noise levels were frequently mentioned as a disruptive factor,” says environmental and sustainability psychologist Riccardo Meier. In addition to noise-cancelling headphones, the researchers recommend retreat spaces such as learning pods, tents or quiet seating areas. Some children are also able to self-regulate effectively using tactile objects such as play dough or fidget spinners, using their hands to channel restlessness. To avoid stigmatisation, these tools should be accessible to everyone. For children who become overstimulated easily, plants and a seat with a view of greenery also have a calming effect. “Some teachers worry that a seat by the window might encourage children to daydream,” says Meier. In reality, looking outside could help them regain their focus.
Reducing sensory overload
Many classrooms are thoughtfully and colourfully decorated with children’s drawings, craft projects and visual aids. Sometimes, however, this can be too much of a good thing, says Meier. “Visually busy elements can be distracting, particularly around the blackboard.” A tidy classroom with neutral colours and closed cupboards promotes concentration. Natural light or dimmable yellow lighting also tends to be more soothing than harsh artificial light.
Structure and orientation
A fixed seat next to a familiar classmate can also provide a sense of security, as can a well-structured school routine with daily schedules and weekly plans. A clearly organised classroom with low-stimulation and high-stimulation zones can also help.
Riccardo Meier acknowledges that designing learning spaces and everyday school life optimally is a balancing act between stimulation and sensory overload. However, most of the proposed adjustments would also benefit children without a formal diagnosis. The team plans to draw up an information sheet based on the study findings by the end of 2026.
Guidelines for round-table meetings
Researchers at the School of Health Sciences are also working on the topic of attention deficits. A team at the Institute of Public Health, together with the Canton of Bern’s interprofessional Expert Forum on Youth Mental Health, has developed guidelines for interdisciplinary discussions.
When supporting children with attention deficits or hyperactivity disorders, round-table meetings are among the most important tools available. These meetings bring everyone together – from doctors and teachers to special education specialists, school psychologists, parents and, where appropriate, the children themselves – to discuss the situation. Project leader Frank Wieber notes, however, that such meetings do not always go smoothly. “Different backgrounds and interests can give rise to misunderstandings and place a strain on cooperation.” Parents, in particular, often find it difficult to make their perspectives heard among professionals. The recommendations (in German) are intended to help structure these discussions and encourage participants to consider different perspectives. In this way, dialogue on an equal footing can be facilitated.
A vibration on the wrist for better attention
Another tool being developed by the School of Health Sciences in collaboration with the School of Life Sciences and Facility Management is the so-called FocusWatch. It is designed to help children with attention deficit disorders concentrate better and organise themselves in everyday life. “Some affected children spend hours sitting over their homework and still make hardly any progress,” says co-project leader Frank Wieber. This often leads to poor performance at school, tense situations at home, as well as a great deal of frustration and declining self-confidence. “We want to enable these children to work more independently and efficiently.” The FocusWatch app uses the smartwatch’s motion sensors together with artificial intelligence. If, for example, a child has not been writing for an extended period while doing their homework, the watch vibrates to remind them to carry on. A patented algorithm analyses hand movements and can determine whether a child is writing or doing something else. The watch also helps to structure working time, which lends further support in maintaining concentration. It divides tasks into short time intervals and uses vibrations to signal when it is time for a break and when the break has ended. The remaining working time is clearly shown on the display as a shrinking circle.
Using a companion app, parents can also create checklists for their children featuring text and photos for tasks such as packing their school bag or sports kit, or following morning and evening routines. The children can tick off each step individually. Through its calendar function, the app reminds children of upcoming tasks and helps them to complete them more independently.
Interested parents and occupational therapists can obtain the trial version free of charge at https://focus-watch.com/. In the future, the interdisciplinary team plans to further improve the existing functions and integrate new ones.
