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Neurodiversity Libraries

Creating Predictable Library Environments

Rachel Walters
Rachel Walters |
From a traumatic library expulsion to creating safe spaces: an AuDHD librarian's mission for change. 
 
 
For many library users, particularly those who are neurodivergent, unpredictable environments can create unnecessary anxiety and barriers to access. I understand firsthand how environmental predictability can make the difference between a productive library visit and an overwhelming experience.
 
 
The Power of Predictable Spaces: A Personal Story
As a middle school student, the public library was my sanctuary. Each day after school, my sisters and I would walk the few blocks to our local library, settling into what we thought was a predictable, safe space. One snowy afternoon, that predictability shattered. The children's section was unusually crowded, forcing me to work in the adult area. I am AuDHD (Autistic and ADHD-I), and finger tapping helps me concentrate. It's a natural part of how I process information. However, that day, my unconscious fidgeting led to a devastating misunderstanding. The librarian, believing I was collaborating with another patron she'd previously warned, expelled my sisters and me from the building. We found ourselves stranded in the snow for hours, confused and traumatized by an interaction I still partially block from memory.
 

This experience could have ended my relationship with libraries forever. Instead, it fuels my passion as a librarian to create truly predictable, inclusive spaces where neurodivergent patrons feel safe and understood. 

 

Understanding Diverse Needs in Predictable Spaces
Different neurodivergent individuals benefit from predictable environments in unique ways. 

ADHD
Those with ADHD-I (Inattentive) need extra processing time and benefit from clear, step-by-step instructions, making predictable spaces crucial for maintaining focus. 

ADHD-H (Hyperactive) users process information better while active and need movement opportunities. Predictable environments allow them to know where and when movement is appropriate. Individuals with anxiety often feel overwhelmed in busy spaces and thrive with predictable routines and gentle support; having clear escape routes and knowing what to expect reduces stress. 

OCD
Those with OCD prefer organized, structured environments, excel at creating systems, and need predictability and order to feel secure. 

Autism 
Autistic individuals experience sensory sensitivities and notice details others might miss, making predictable environments essential for managing sensory input and processing information effectively. 

As I discussed in my article, Creating an Inclusive Library Environment: Beyond One-Size-Fits-All, sensory considerations, and Universal Design principles are crucial for creating spaces that work for everyone. 

 


When we create predictable library environments that account for these varied needs, incorporating features like sensory escape spaces, clear wayfinding, and multiple communication pathways, we support all users in accessing services comfortably. This approach aligns with the AFU Design Guide's emphasis on creating spaces that are "inclusive of all needs and ensure that the needs of one group do not create a barrier for others" (Mostafa, 2021).

 
Structured Spaces: Beyond Physical Layout
Creating predictable environments goes beyond just organizing furniture. It involves developing what the AFU Design Guide (Mostafa, 2021) calls "spatial sequencing," organizing spaces in a logical order that flows from one activity to the next.

This means considering:

  • Clear transitions between noise levels

  • Designated zones for different activities

  • Consistent routines and procedures

  • Multiple lighting options

  • Predictable service patterns

 

Setting Clear Expectations
Unspoken rules and expectations create unnecessary barriers. Instead of assuming users understand library protocols, we should:
 

  • Clearly outline expectations for different spaces

  • Provide visual noise level maps

  • Offer multiple ways to access help

  • Create predictable pathways through services


I discuss how wayfinding and navigation play a crucial role in creating predictable environments. You can read more about specific wayfinding strategies in, Wayfinding and Signage: Making Libraries Navigable.

 

Library Services: Removing Mystery from the Process
One often overlooked aspect of creating predictable environments is helping users understand what to expect during service interactions. Many students, particularly those who are neurodivergent, may hesitate to ask for help because they're unsure what will happen during these interactions (McMullin & Walton, 2019).
 

Consider a typical reference interaction. While librarians understand the flow of a reference interview, for many students, this interaction can feel unpredictable and anxiety-inducing.  A student may be thinking: What is a reference? What happens exactly? It is important that we remove jargon from our communication and library environment.

Questions they might have include:

  • What questions will the librarian ask me?

  • What kinds of questions can I ask?

  • How long will this take?

  • Will I need to share my screen?

  • Can I communicate in a way other than speaking?

    • For example, can we do this over chat, Teams, or Zoom? 

 

Rethinking Library Terminology
The 7 Principles of Universal Design (Mace, 1970s) emphasize "Simple and intuitive" and "Perceptible information" as key elements. This extends to how we communicate with users. 
 

Clear communication starts with jargon-free language:

  • Instead of "Reference Interview" or "Research Consultation" → "Ask a Research Question" or "Research Help"

  • Instead of "Circulation Desk" → "Check Out Desk"

  • Instead of "Information Desk" → Clear signage about what information is available

    • Does the library share a building with other services (technology or writing center)? 

    • Where should students ask for help with those services? 

    •  Are those points of service clearly marked? 

 

Creating Clear Service Pathways
To address these concerns, we can:

  • Provide clear outlines of what happens during different service interactions

  • Offer multiple communication options (chat, email, in-person)

  • Allow students to choose their preferred communication method

  • Break down complex processes into clear, manageable steps

  • Use direct, literal language in our explanations


Practical Implementation

  1. Create Service Guides: Develop clear, step-by-step explanations of common library interactions:

    • "What to expect when you ask for research help"

    • "How to request materials from other libraries"

    • "Step-by-step guide to finding course materials"

  2. Use Multiple Formats: Provide this information in various formats:

    • Brief text descriptions

    • Visual guides alongside text

    • Short videos with transcripts

    • Printable handouts with clear steps

  3. Set Time Expectations: Let users know approximately how long different services typically take:

    • "Quick research questions: 5-15 minutes"

    • "In-depth research help: 30-60 minutes"

    • "Technology assistance: 10-20 minutes"

  4. Offer Multiple Help Options: As McMullin & Walton (2019) note, many neurodivergent users "may be hesitant to ask for help" (p. 74). Provide alternatives:

    • Online FAQs

    • Chat services

    • Email options

    • In-person assistance

 

Building Better Libraries Through Predictable Environments
Creating predictable library environments isn't just about physical spaces. It's about fostering an atmosphere where all users can confidently navigate both spaces and services. As we've seen, 15-20% of the global population is neurodivergent (Doyle, 2020), making it crucial that we move beyond traditional "one-size-fits-all" approaches. 

 

By implementing clear communication strategies, from direct signage to transparent service expectations, we create spaces that work for everyone. When we replace library jargon with clear language, break down complex processes into manageable steps, and provide multiple pathways for engagement, we reduce anxiety and cognitive load for all users. 

Remember that creating predictable environments isn't about removing flexibility. It's about providing clear structure and expectations so that every user can focus on what matters most: learning and discovery. Through thoughtful implementation of these principles, we create libraries that truly support universal access and empower all minds to shine.

 

References

Doyle, N. (2020). Neurodiversity at work: A biopsychosocial model and the impact on working adults. British Medical Bulletin, 135(1), 108–125. https://doi.org/10.1093/bmb/ldaa021

Mostafa, M. (2021). The autism friendly university design guide. Autism Friendly DCU. 

McMullin, R. M., & Walton, K. R. (2019). Supporting students on the autism spectrum: A practical guide for academic libraries. Libraries Unlimited. 

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