Supporting Physical Space

The physical environment can significantly impact a child’s ability to feel safe, navigate spaces, and maintain focus. Small changes to the environment can reduce sensory overload and create a sense of calm.

A key component of the TEACCH Autism Programme is structuring the physical environment.  The physical setting around a child will have a significant impact on their emotional state, and subsequently their ability to engage, participate and learn.

An environment which lacks structure can create sensory overload due to the multiple stimuli in school, home and community settings, and it can appear chaotic and unpredictable.  If there are not adequate physical prompts, the child or young person may be unsure what is expected of them in the environment, which causes further uncertainty and anxiety.

If a child or young person is unsure what is expected of them in the physical setting, there may be an increase in stress responses such as

• Refusal to engage in activities
• Running away from the room/setting
• Hiding under desks or in corners
• Walking around the room, not engaging in activities
• Increase in agitation, leading to stress responses such as self-harm, hurting others or damaging objects in the room

Increasing the physical structure in an environment is likely to improve emotional regulation.

The principal aims of a structured physical environment are:

1. To minimise distractions and improve attention
2. To reduce sensory overload
3. To increase predictability
4. To provide visual indicators of what is expected, therefore reducing the need for verbal instructions
5. To support transitions from one activity to another

Collectively, these aims will then reduce anxiety and improve engagement.