Everyone wants to have some kind of “man cave”, a “sanctuary” or an “escape pod” to get away from their day-to-day stresses or the monotony inherent to modern life. This whole concept is nothing new, but it’s only just beginning to be integrated into schools in this country.
Hampton School is an independent school which is already fortunate enough to have exceptional mindfulness courses, counselling programs and support for Special Educational Needs and Disability pupils, and so it is to be assumed that innovation is always taking place and people are always pushing forward. That said, Ms Conway of the school’s Learning Support department notes that such a space is actually very rare in educational contexts, especially for an independent boys’ secondary school.
The idea to implement sensory rooms came about when her and the rest of the department wanted to draw elements from all of the previous schools they had worked at to experiment with spaces designed to help students cope in various ways with stress, anxiety, mental illnesses, day-to-day troubles and so on. However, it seems that some of the only establishments that already have this kind of space are Warwick University, and Teddington, which has a kind of makeshift sensory area that was previously a classroom. The members of staff at the department have long been championing aromatherapy and similar practises for the sake of pupils’ wellbeing, but they desired something more universal and comprehensive, and they felt that now was the time for Hampton to step up.
After temporarily moving the entire department all into one single room in the last academic year, Hampton’s Learning Support once again had an opportunity to move and restructure over the summer — and not only did they do so, but they also took the chance to experiment and innovate, completely reshaping the department, and not just for those who were already acquainted with it, but also for those who were not previously involved or even aware of what it was. Pupils were consulted and research was done during this period to determine how a sensory room would be possible.
The new main room that would previously have been all the department consisted of has been kept bright for the staff members and students who want to work, whilst the two rooms that act as extensions of Learning Support offer very different atmospheres. In the main sensory room, the contrast is clear; the lights are predominantly cool and blue, which is therefore less straining on the eyes and creates a calming effect everywhere within its walls. Music can be played through Bluetooth speakers that anyone using the room is free to access. A tall LED tower lamp with customisable settings allows those inside to light up the entire room with a myriad of kaleidoscopic patterns and waves to their will. Comfortable seats, a wide sofa and even a huge bean bag allow Hamptonians to physically and mentally unwind to various degrees, whilst several tactile tiles on the walls and an aromatherapy diffuser harness even more of your senses to fully envelop you in.
There's also a third, smaller room that acts as an overspill of the main sensory room, which is also somewhat of a middle ground between it and the working area. When every classroom, corridor and assembly hall is so bright, these areas are an escape from the lights and the mentality that comes along with them. Through a lava lamp and LED light curtains that are constantly flowing through different tones, this third room is noticeably another contrast with its warm colours, as opposed to the coolness of its counterpart. There’s a strong emphasis on not using the predominant sensory room for work purposes, though this overspill room has a small desk along with backless stools if you choose to study in this calming environment (as well as cushioned seats if you don’t).
Though specialists at Hampton are always highlighting boys who might need this kind of space, the new sensory rooms are open for absolutely anyone who wants to spend some time there. The stigma that might exist around the department and even the thought of needing a place like this is being stripped away at the school, and people are becoming more open-minded and candid with each other, as well as themselves, by trying it out.
From the very first day of the academic year, there was a remarkable amount of buzz going around the school about this curious new upgrade Learning Support had gotten over the summer. It’s fair to say that the excitement surrounding the sensory room was not an overreaction either, and the pupils’ high expectations were met. It seems to be in use constantly, whether that be by crowds of lower school pupils impatiently waiting outside to experience it for themselves, or small groups of upper school boys taking advantage of their free periods to relax in there quietly while the rest of the school is busy in lessons. The rooms are open for staff to use too; so far, it seems they have only held meetings in it, though nevertheless it goes to show how quickly word has spread.
Before school starts in the morning, everything is switched on and ready for anyone who wishes to prepare for the day by quietly spending time in there too. The teachers are also excited to see how the sensory rooms will be used in the lead up to the fifth year’s mock exams in January.
It was planned and created with the concept of a shared space in mind. Whether you have anything from ADHD or ADD, to depression or autism, or if you are undiagnosed or don’t have any kind of disorder at all, the sensory rooms were made to give you comfort and solace. Ms Conway says that it “won’t take away all your problems, but if it gives you a break, just ten minutes to chill out and recollect yourself, then it matters a great deal.”
She is also confident that this “will become the norm in the future, we’re just very lucky here.”
Here's what the boys have had to say so far:
Leo Gregory
