This article discusses the design of educational spaces with the needs of neurodiverse students in mind, treating it as one of the key directions for the development of 21st-century educational architecture. The first section explores the evolving thinking about the relationship between the physical environment and user well-being. Particular attention is paid to the growing importance of sensory, emotional, and social factors in shaping spaces for children and adolescents. The article then introduces the concept of neurodiversity, defining it in opposition to the dominant medical paradigm. It points to the need for a shift in perspective from viewing difference as a deficit to recognizing it as a natural aspect of human diversity. The growing number of diagnoses of autism spectrum disorder, ADHD, and other neurotypical differences, combined with the challenges of modern lifestyles, highlights the need for a shift in approach to designing educational spaces. Based on a literature review and examples from architectural practice, the article presents specific guidelines and design solutions that foster inclusion, safety, and self-regulation of students with diverse needs. It also describes examples of educational institutions that have implemented innovative spatial strategies. This article highlights the importance of interdisciplinary collaboration between architects, educators, psychologists, and the school community as a prerequisite for effective inclusive design. Designing with neurodiversity in mind is not a luxury; it is an investment in the health, well-being, and future quality of life of all students.