We’re proud to share that Allentown School District in Pennsylvania has selected ClassVR to support its 2030 Strategic Plan through immersive, engaging learning experiences. The district serves more than 17,000 students across 24 schools and It is deploying 1,150 ClassVR headsets to provide 66 unique XR learning environments.
Every school in the district will have at least one full set of headsets. Larger campuses will receive multiple sets to meet student demand. Implementation is already underway, and teachers are taking part in hands-on training. They are learning how to integrate ClassVR into subjects such as world languages, ELL instruction, and specialized learning support.
Aligning on a Vision for High-Impact Learning
Every student deserves the chance to learn, grow, and reach their full potential. As educators, it is our responsibility to create inclusive classroom environments where every student feels valued and empowered. When teaching diverse learners, we have a unique opportunity to cultivate empathy and understanding, and we can leverage virtual reality to do so.
I’ve explored the use of ClassVR technology over several years to support learning across a range of subjects. It helps students build both academic understanding and emotional connections with their learning. More recently, I recognized its potential in educational technology to support inclusive practices in schools. ClassVR can provide virtual safe spaces and simulate the challenges that some neurodivergent and dysregulated young people experience in our communities.
I wanted to find an innovative way to leverage ClassVR; to help “neurotypical” students understand the unique perspectives of their neurodivergent peers.
By harnessing VR/AR/XR’s ability to transcend physical and societal barriers, we were able to remove the conformity hurdles that students with additional considerations often face and foster a renewed sense of empathy – or more importantly, neuroempathy.
The Power of Empathy Towards Neurodiverse students
I realised that we would need to go beyond traditional teaching methods to really make an impact on developing students’ understanding of neurodiversity. Using ClassVR, we facilitated an immersive experience for students. It allowed them to understand what sensory overload feels like for autistic people. They experienced how it can affect all the senses and how overwhelming it can be, both physically and mentally.
It was essential to protect the wellbeing of students throughout the experience. The simulation took place in a safe, controlled setting, and students knew they could remove the headsets at any time if they felt uncomfortable. Because the students were already familiar with ClassVR, they knew how to use the technology, which contributed to the success of the experience.
This engagement led to a powerful moment of collective realization among the neurotypical students. They were left in awe of their neurodivergent friends after gaining real insight into the challenges they face daily in common situations. The experience also helped some neurodivergent students feel safer and more visible. It highlighted the power of empathy in promoting inclusivity and creating a more supportive environment for all students. The simulation served as a positive catalyst for more open sharing and discussion.
It was wonderful seeing young people re-evaluating societal norms and considering what adaptations to their learning environments could be made to make them more inclusive.
Confidence and Independence
We didn’t want our efforts to foster inclusivity to end with the simulation experience. We needed a way to ensure neurodivergent students continued to feel safe and supported. After learning how some students experience comfort and relaxation when using VR and AR, we introduced virtual safe spaces.
Leveraging access to a custom portal provided by ClassVR, students created virtual safe spaces tailored to their individual needs and preferences. We held a focus group of 12 students who struggled with self-regulation, in which they were shown a selection of virtual environments, such as a jungle or a beach.
We then asked students to provide feedback on the positives and negatives of each environment. Most importantly, we asked them to describe how each environment made them feel. Even the youngest students could discuss the physical and emotional connections they experienced. They showed an impressive awareness of their own pre-emptive and restorative needs – something they had not been able to do before. Some students quickly identified common themes in their favorite environments, such as specific colors, sounds, or locations. I used these insights to build their confidence in AI literacy by guiding them to create their own scenes within the ClassVR portal.
After sensory overwhelm, students often need more than 30 minutes outside the classroom to regulate themselves. This can cause anxiety and embarrassment, making them reluctant to return to class. For some younger students, staff must stay with them during this time, which limits support for other children. The impact can be widespread. This initiative has shown that just five minutes in a personalized virtual safe space helps students regulate more effectively. As a result, they can spend more time on-task and engaged in learning. This system also allows students to manage heightened emotions independently, without help from adults or peers, boosting their confidence and independence.
Remarkably, some students reach a point where they no longer need virtual safe spaces. They develop a strong awareness of their bodies and learn how to respond effectively to their environments.
Explore and Empower
We have found that the role of VR/AR extends far beyond just curriculum delivery. It has become a powerful tool for fostering empathy, understanding, and inclusivity across our entire school communities.
By immersing students in safe, simulated experiences that share the challenges faced by their neurodivergent peers, we have been able to cultivate a profound sense of awareness and appreciation for neurodiversity. This has not only benefited neurodivergent students by creating a more supportive and inclusive environment but has also enriched the learning experience for all young people.
Life Changing Potential
Through this innovative use of ClassVR, it became clear that immersive technology can play a powerful role in creating environments where all students can thrive, regardless of neurodiverse differences. I’m proud to have been part of this initiative and am continuing to develop it further, with input from students, educators, and external organizations.
I’m also in the process of documenting the experience and its outcomes as part of ongoing research, as I truly believe that sharing these insights could make a real difference for many dysregulated children and young people. Even if just one child benefits from what has been created, the effort will have been more than worthwhile.
Even if just one child benefits from what has been created by ClassVR, the investment will have been more than worthwhile.