Optimizing Lighting in Educational Spaces for Individuals with Autism Spectrum Disorder (ASD)

Lighting influences not only vision but also emotional regulation and sensory processing, which are especially relevant for students with Autism Spectrum Disorder (ASD), who often show heightened responses to environmental stimuli. In educational settings, inadequate lighting can increase stress and reduce focus, while well-designed systems can support comfort, engagement, and emotional well-being. Although the importance of lighting has been widely acknowledged, current research remains fragmented, with limited integration of non-visual effects and ASD-specific sensory needs, and real-world implementation often faces practical constraints. Recent advances in adaptive and low-complexity lighting strategies, some supported by emerging technologies, offer promising tools for creating responsive and personalized classroom conditions while remaining feasible for diverse educational settings. This study presents a conceptual model for optimizing classroom lighting for autistic learners, emphasizing its non-visual effects. The framework includes strategies such as circadian rhythm alignment, adjustable light intensity and spectrum, and dynamic control systems tailored to individual needs. These elements promote flexible and user-centered environments that minimize sensory overload and support well-being. Although current research supports many of these approaches, further studies are needed in specialized schools and underserved educational settings. The proposed model provides a structured foundation for future empirical work and broader design strategies that can guide researchers and practitioners in creating more inclusive learning spaces that effectively address the sensory and emotional needs of students with autism.