This research project aimed to investigate how schools plan their environments to include neurodivergent learners. The research study was conducted in a small rural school in the South of England. Three children were investigated via questionnaires and adults from a variety of leadership levels were interviewed. Photographs were also employed to further elicit all participants ‘voice’ regarding the school’s environment. The research found pupils who are identified as having SEN were happy in their school environment but voiced issues with classroom noise. Practitioners also identified "sound" as having the greatest impact on neurodiverse pupils and the provision of a wellbeing and sensory area was reported to be the most successful adaptation to their school environment. The study found the most significant barriers to creating inclusive environments are time, money, and space. Participants disagree on the role of parents' in co-creating the school learning environment. The study concludes by emphasising the importance of ongoing professional development to raise practitioners’ awareness of the broad range of factors that can impact neurodivergent pupils. It also calls for further research into the impact of co-producing the school environment with the families of neurodivergent pupils.