This study explores how schoolyard design can support students’ sensory regulation and recovery, with a particular focus on the needs of students with neuropsychiatric disabilities. With a foundation coming from sensory processing theory, environmental psychology, and inclusion theory, the research examines how physical environments, and the actions of school staff contribute to creating inclusive and supportive spaces during breaks. The study utilizes qualitative methods, including structured observations and semi-structured interviews with school staff, to gain insight into the challenges and opportunities presented by different schoolyard designs.

Findings indicate that the presence of calm, sensory-regulated zones is vital for students who require reduced stimulation to recover from the high demands of school environments. Large, open, and unstructured schoolyards often create barriers for students with different sensory needs, highlighting the importance of clear structures and accessible design. Staff presence in these zones is shown to enhance safety, inclusion, and the effective use of these areas, yet limited resources often constrain their ability to meet diverse student needs.

The role of the special educator is emphasized in identifying students’ needs, guiding environmental adjustments, and supporting staff through training and collaboration. Practical recommendations include zoning schoolyards into activity-based and restorative areas, increasing adult supervision, and incorporating sensory tools such as shaded seating. These adjustments aim to promote recovery, social interaction, and well-being, not only for students with neuropsychiatric disabilities, but also for the broader school population. The study contributes valuable insights into how schoolyards can be reimagined to align with inclusive and supportive pedagogical practices, fostering environments where all students can thrive.