Architectural design model of a quiet room to improve concentration in children with ADHD, A Case Study of Three Educational-Therapeutic Centers in Isfahan

Document Type : Original Article

Authors
Mohammad Bagheri 1
Fahimeh Fathipour 2
1 Architecture Department, Faculty of Engineering, University of Zanjan
2 Architecture department, faculty of Engineering, University of Zanjan
10.48311/bsnt.2025.116563.1001
Abstract
Aims: This study, adopting a design-oriented approach, seeks to examine the potential of silence-oriented spaces as a medium for restoring concentration in children with Attention Deficit Hyperactivity Disorder (ADHD).

Methods: First, the psychological and environmental foundations affecting attention and behavior in hyperactive children were analyzed. Then, through an integration of theoretical studies and field analysis, three educational and therapeutic centers in Isfahan that admit children with ADHD were investigated in situ. Data were collected through direct observation, qualitative interviews with instructors, and analysis of the physical characteristics of the spaces. Components such as light intensity and color, furniture arrangement, materials and textures, acoustic quality, spatial scale, and sensory boundaries were evaluated in terms of spatial quality. In the next step, based on the integration of theoretical and field data, a design checklist for silence-oriented spaces was developed.

Findings: The research indicates that reducing disturbing environmental stimuli, adjusting light and sound, and enhancing spatial legibility can reduce behavioral tensions and improve cognitive performance in hyperactive children. Silence, in this context, is not merely the absence of sound but rather a designed quality intended to create mental balance.

Conclusion: The study demonstrates that conscious design, focusing on perceptual and behavioral principles, can provide an effective basis for enhancing concentration, self-regulation, and mental relaxation in learning environments for children with ADHD. Finally, by presenting a design-oriented checklist, a practical outlook is offered toward integrating architecture with the cognitive needs and behavioral health of children.

Keywords

Subjects

[1].   Salah A, Amr M, El-Sayed M, ElWasify M, Eltoukhy K, Salama S, et al. Sensory processing patterns among children with autism spectrum disorder and attention deficit hyperactivity disorder using short sensory profile and evoked potentials: a case–control study. Middle East Curr Psychiatry. 2024;31:52. Available from: https://doi.org/10.1186/s43045-024-00408-1
[2].   McIntosh J, Marques B, Lim J. Designing schools for children with impairments: the powers of architecture. Int J Des Soc. 2019;13(3):15–34. Available from: https://doi.org/10.18848/2325-1328/CGP/v13i03/15-34
[3].   Thampanichwat C, Meksrisawat P, Jinjantarawong N, Sinnugool S, Phaibulputhipong P, Chunhajinda P, et al. A systematic review of architecture stimulating attention through the six senses of humans. Sustainability. 2024;16(15):6371. Available from: https://doi.org/10.3390/su16156371
[4].   Du Preez H, Combrinck C-M. The Sensory Classroom Teacher Questionnaire: a tool for assessing conducive classroom conditions for children with ADHD. Afr J Psychol Assess. 2022;4:a107. Available from: https://doi.org/10.4102/ajopa.v4i0.107
[5].   Putman RS, Pennington CG, Munsey BA, Hurless N, Hill JW, Labansat HA. Does this chair make me look smart? An examination of flexible seating in the higher education classroom. Learn Environ Res. 2024;27(3):893–911. Available from: https://doi.org/10.1007/s10984-023-09468-5
[6].   Finnigan KA. Sensory responsive environments: a qualitative study on perceived relationships between outdoor built environments and sensory sensitivities. Land. 2024;13(5):636. Available from: https://doi.org/10.3390/land13050636
[7].   Strachan-Regan K, Baumann O. The impact of room shape on affective states, heart rate, and creative output. Heliyon. 2024;10(6):e28340. Available from: https://doi.org/10.1016/j.heliyon.2024.e28340
[8].   Martínez-Vérez V, Gil-Ruíz P, Domínguez-Lloria S. Interventions through art therapy and music therapy in autism spectrum disorder, ADHD, language disorders, and learning disabilities in pediatric-aged children: a systematic review. Children. 2024;11(6):706. Available from: https://doi.org/10.3390/children11060706
[9].   Frolli A, Cerciello F, Esposito C, Ricci MC, Laccone RP, Bisogni F. Universal design for learning for children with ADHD. Children. 2023;10(8):1350. Available from: https://doi.org/10.3390/children10081350
[10].                       Ghadami M. The Role of High-School Education in Promoting Aesthetic Skills of Architecture Students (Case Study: Discontinuous Trainings of Theoretical Branch in High Schools and Practical Continuous Trainings in Technical Schools). Naqshejahan - Basic studies and New Technologies of Architecture and Planning. 2011 Oct 10;1(1):5-20. [Persian] https://dorl.net/dor/20.1001.1.23224991.1390.1.1.3.6. Available at: https://bsnt.modares.ac.ir/article-2-4592-en.html
[11].                       Moghimi M. Survey about affection of devotion on the educational spaces forming in Iran in the Islamic period. Naqshejahan - Basic studies and New Technologies of Architecture and Planning. 2017 Apr 10;7(1):49-58. Available at: http://bsnt.modares.ac.ir/article-2-599-en.html
[12].                       Faregh E, Panahi S, Lalbakhsh E, Rezaei M. Analyzing the concept of architectural Episteme in fusion with media in Anthropocene era. Naqshejahan - Basic Studies and New Technologies of Architecture and Planning. 2025 Jan 10;14(4):157-172. Available at: https://bsnt.modares.ac.ir/article-2-76904-en.html
[13].                       Faregh E, Panahi S, Lalbakhsh E, Rezaee M. Rereading the concept of architecture as media and art in the critical analysis of Walter Benjamin's theory of mechanical reproducibility. Naqshejahan - Basic Studies and New Technologies of Architecture and Planning. 2026 Jan 10; 15(4):1-24. Available from: http://bsnt.modares.ac.ir/article-2-77808-en.html

  • Receive Date 24 September 2025
  • Revise Date 03 December 2025
  • Accept Date 23 December 2025