Our Vision

Two students sit on lounge chairs, one is using a laptop, a third student uses their phone while sitting in an Alpha Egg chair which surrounds their head
Students in the sensory room at Penn State Brandywine.

As a scan of popular, trade, and scholarly literature demonstrates, college and universities are implementing sensory rooms, defined as areas that offer equipment and furniture to help students cope with sensory challenges. These efforts are key to ensuring inclusivity for students who are hypo- or hyper-sensitive to environmental stimuli, either because of neurodiversity or emotional distress.  A recent article in the Washington Post gives an overview of the sensory room movement in academia.

In building on the creation of sensory rooms by our colleagues at other universities, the Penn State project will involve:

  • Experimenting on a state-wide scale at libraries large and small, specialized and general. The Penn State Libraries encompasses over 20 libraries in a multi-campus system that spans the state. Implementation at several test sites will allow us to gather data that can offer a comprehensive approach to addressing sensory issues in libraries.
  • Applying sensory technologies throughout academic libraries to promote inclusivity. The Penn State project will not only implement sensory rooms but expand upon this concept to take a “whole library” approach to sensory friendliness. This approach will entail thinking about programs, services, and other spaces that could modify some of their aspects for greater inclusion of various ways of processing sensory information.
  • Conceptualizing the sensory-friendly library. Businesses are experimenting with creating sensory-friendly services, operating hours, and shopping spaces (please see the examples at Twenty-One Senses). Penn State will adapt ideas and technologies utilized by businesses to the unique environment of the library.

Scenarios

Here are hypothetical scenarios that we hope will play out as our libraries become sensory-friendly:

  • Marcus, an engineering major who has ADHD, finds it hard to read or work math problems amid the hustle and bustle of the student center and classroom buildings. As a result, his grades suffer.  However, when he discovers the library’s sensory room, he uses the soft light displays and white noise machine to screen out the distractions of campus.  As a result, he is able to concentrate, and his grades improve accordingly.
  • Isabella, a criminal justice major, has a great deal of anxiety. Hearing other students around campus talk about tests and research papers stresses her out.  Large lecture halls, crowds, fluorescent lighting, and loud noises give her panic attacks.  Fortunately, she finds a sensory refuge in the library, and likes reading books while sitting in low soft seating, using weighted lap pads, and soaking up the green biophilic elements.  She also enjoys the library’s multimedia exhibits because they help distract her from the daily grunge and produce pleasing visual, auditory, and kinesthetic experiences.
  • Will, a freshman with autism, struggles with research and finds it abstract. He learns best with concrete, kinesthetic activities that allow freedom of movement; his mind often wanders during lectures. Fortunately, his professor schedules a session with a librarian.  The librarian uses a smart board to create a game that involves manipulating objects on the screen.  The librarian also leads an activity in which teams of students walk around the library while searching the online catalog on tablets.  Will feels much better after the session, happy that the librarian employed technologies that appealed to his learning style.  He also notices that the library offers fidget items that he can use while studying.