Study Rooms for Students with Specific Needs

Main idea

Outline

Guidance staff at Artevelde University of Applied Sciences (AUAS) noticed there were students who needed to study in group for whom the regular study spaces were not suitable (e.g., too crowded, too daunting). They decided to offer an alternative for these students.

Initially, the study rooms for students with specific needs were organized on two campuses. These rooms varied in size and there was also a room in which students could gather to take breaks, have a snack… There also used to be a staff member available most of the time to offer some words of advice, encouragement, atmosphere and coziness.

Nowadays, there are five study rooms for students with specific needs which are located near the library on one campus at AUAS. These rooms vary according to the degree of cosiness and the amount of stimuli, so that students can choose the room that best fits their needs. By bringing these study rooms closer to where other students study, they have become more inclusive. Another adjustment is that the staff member is only present for half the day.

Target group and group size

Pre-covid, the target group was clearly defined as students with specific needs, but after covid this became more inclusive. Now, the study rooms are available to all students who might benefit from having a separate, less crowded study room. Students are trusted to make their own assessment when it comes to choosing their ideal study place.

The study rooms don’t attract a lot of students. The number of students varies between none and ten.

Main purpose

The main purpose is creating a safe space for all students who might need it. By doing so, they also have a place where they can meet other students and study if the regular study spaces are not suitable for them.

Organized by

These study rooms are organized by the Office of Study and Career Guidance at AUAS in collaboration with the department of Business and Management.

Timing

January and June

Goals

• Creating a safe space for all students who might need it
• Creating a space for students to get to know each other
• Offering students with specific needs the opportunity to study together
• Lowering the threshold for students with specific needs to study in group
• Encouraging students to explore AUAS’ library

Target group

• Students experiencing educational difficulties
• Students with (mental) health problems

Inspiration and evidence

The idea that working together is beneficial

Success criteria

• It brings students together.
• There’s no strict demarcation when it comes to the target group. Students are trusted to make their own assessment when it comes to choosing their ideal study place.
• It’s existence functions as a reminder to acknowledge students with specific needs during examination periods.
• By bringing the study rooms for students with specific needs closer to where other students study, it has become more inclusive.
• Students don’t have to reserve a spot to use the study rooms, they can just walk in.

Points of attention

• The study room doesn’t attract as many students as before covid, as is the case for many other initiatives.
• Organizing a study room for students with specific needs in the same library as where other students study, might be a barrier for some.
• The new study rooms are less appealing, because they’re less cosy.
• The study room should be evaluated more thoroughly. It would also be interesting to evaluate whether staff members offering support and guidance to students know about the study room and advice students to use it.
• The communication about the study room isn’t very effective, so it’s unclear whether students don’t use they study room because they don’t know about it, because of the way it’s organized, or because they don’t need an initiative like this.
• Since these study rooms are separate with a clear purpose, students might not feel comfortable exposing themselves as having special needs. Especially when these rooms have glass walls.

Do you feel you can effectively provide the support that students require?

Would you recommend this to other institutions?

somewhat disagree

Evaluation

• There’s a general evaluation in which the study room is mentioned, but there’s not a lot of feedback due to the small number of students who use the study room.
• There’s always room for feedback from former participants and from staff.
• The students who stopped participating, are contacted with the question why they no longer use the study room.

Results

• Even though it doesn’t attract many students, staff members who closely work with students with specific needs give the feedback that it’s still a necessary and valuable initiative.
• Students who have stopped using the study rooms have mentioned that is has become too ‘sterile’ for them.

Communication

• The study rooms are mentioned in AUAS’ newsletters.
• The study rooms are mentioned in emails to students and to support and guidance staff.
• There’s a page on AUAS’ online platform (MijnDinar).
• There’s a paper on the door of the study rooms which mentions the purpose of the room and that any student who feels like they would benefit from it, is free to enter.
• Students are advised to use the study rooms by diversity coaches and other staff offering support and guidance.

Timing

The study rooms are organized in January and June. With the modular study programs, not everyone has exams at the same time. Thus, it would be ideal to organize these study rooms more frequently throughout the year or to just have a room permanently available for students.

Day information

During regular ‘school’ hours.

Resources

• One or multiple rooms
• Funds to make (some of) the rooms as cosy and welcoming as possible
• Staff members who are willing to supervise and organize it

Transferability

We think it is easily transferable to other contexts or groups.

Universal design

While it started out as specialized design for a specific target group, it has evolved into something more in line with the principles of universal design. By offering multiple options to students, organising it close to where their peers study, and trusting them to make their own assessment when it comes to choosing their ideal study place, it has become more inclusive for all. If it were truly in line with the principles of universal design, all study spaces at AUAS would be designed in a way that students can opt for a low-stimuli environment.