How inclusive design can transform student well-being: a spiritual perspective

Part of my role as interfaith adviser is to keep an overview of the prayer and contemplation rooms across five sites at my institution. Over the past 16 years, I have observed the many ways our students, colleagues and visitors have used our facilities. Here, I hope to provide some key tips and insight on how inclusivity can work in practice and support the university community, by sharing a little about our experiences.

Follow an inclusive design

The British Standards Institution (2005) defines inclusive design as “the design of mainstream products and/or services that are accessible to, and usable by, as many people as reasonably possible...without the need for special adaptation or specialised design”. Unlike universal design, which applies a one-size-fits-all approach, inclusive design integrates multiple principles to accommodate diverse needs, which is key when creating spaces within universities.

Create spaces for personal development and belonging

According to the Advance HE Student Needs Framework: “Students need spaces and places that facilitate their personal development, social and academic exchange, and foster a sense of belonging and inclusivity.” At my university, this is supported through dedicated prayer rooms for the Muslim daily prayer with ablution facilities, and multifaith quiet contemplation rooms for “all faiths and none” across all five sites. We have a highly diverse community, rightly prioritising the well-being of all, encouraging everyone to bring their whole self to the university. Our religion and belief policy recognises the spiritual aspect of this approach as essential. 

Set a new standard in campus facilities

The upgraded facilities at our Marylebone campus have set a new standard for inclusivity and now we need to at least match this at our Cavendish campus. We have ensured a wheelchair-accessible design, created office spaces to support the ongoing management of the facilities and incorporated signage across the space. 

• Campus design for access and inclusion
• I’m a disabled student – this is what I worry about when applying to your university
• How to encourage students to engage in the broader university offering

It is such a pleasure to know a wheelchair user can independently see to their spiritual nourishment on campus, and in the weeks following the opening last September, I could constantly hear the reactions (and still do occasionally). I can honestly say we certainly achieved the “wow factor”, as the facilities look so different from how they did before. Everyone was really impressed. Signage has also proved to be a key addition, as it reminds users that the purpose of the space needs to remain focused on spiritual activities only, addresses other tendencies and encourages mutual respect.

Address emerging considerations

Of course, there are considerations to always keep in mind. We are currently thinking how sensory integration and trauma-informed design principles can align with these facilities and enhance other quiet zones. Creating spaces for evolving diverse needs really contributes to a sense of belonging on campuses and they have such a positive impact on all who use them.

Respond to increased usage during religious periods

With Ramadan, there has been a much-increased prayer room usage, and the added capacity of those areas has been welcome. I’m aware of a mechanism called a “satisfied settling”, in which students settle for less than they could do when it comes to their religious needs. They don’t expect – or request – more than the minimum requirements, such as a space to pray or meditate.

Hosting social events, such as an iftar (opening the fast), in other spaces on campus, helps fulfil religious needs without misusing the contemplation rooms. Supporting religious practice in this way suggest equitable parity with events and facilities for other characteristics. 

Keep on learning and improving from experience

With the planned upgrades at the university’s Cavendish campus, there is an opportunity to use and refine the guidance developed from the Marylebone project and share good practice more widely. In the future, we might incorporate trends in inclusive design in higher education, integrate virtual reality for enhanced accessibility, or possibly implement adaptive learning technologies to personalise education. These innovations promise to create more inclusive and supportive environments for all students, and something like that may no doubt enter the faith arena too.

Collaborate with stakeholders

Collaboration with stakeholders is so important. To bring the Marylebone campus project to life, we had a steering group co-chaired by the director of academic services and the president of the students’ union for the full duration of the project. Faith-based SU society leads were also invited to participate in meetings to ensure all voices were heard. We now intend to use surveys and make regular assessments of student needs. Raising awareness among student ambassadors, academics and professional services colleagues will ensure the facilities are fully integrated into the campus culture, fostering an environment where every student and colleague feels valued and supported.

Integrate the sacred into the secular

Inclusive design in higher education, thinking especially of the spiritual context, helps hold and contain the different identities at play, in all the exploration and experimentation that university life can present. Having the prayer and contemplation rooms as optional, brief sanctuary from the everyday busyness, or for obligatory acts of worship alike, is realising, or integrating, the sacred in the secular. We need to keep improving designs to stay apace with diverse student needs.

Yusuf Kaplan is interfaith adviser at the University of Westminster.

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