Focusing on children with ADHD, ASD, and GAD, the architect from Ipatinga designs interior projects that stimulate concentration, autonomy, and emotional balance
When it comes to architecture for children, it is common to imagine colorful bedrooms, toys scattered around, and furniture adapted to their size. But the work of architect Amanda Brandão goes beyond aesthetics and comfort. Originally from Ipatinga (MG), she has been standing out by combining neuroarchitecture and interior design as tools to promote emotional well-being and cognitive development, especially among children with ADHD (Attention Deficit Hyperactivity Disorder), ASD (Autism Spectrum Disorder), and GAD (Generalized Anxiety Disorder).
The proposal may seem recent, but Amanda speaks about the subject with authority and personal involvement. Diagnosed in childhood with two of these conditions, she found in architecture not only a profession, but also a way to reframe her own experiences. “I grew up seeking solutions within my own bedroom to feel safer and more welcomed. Without realizing it, I was already practicing an instinctive form of neuroarchitecture,” she recalls.
What started as interest turned into study and, later, a professional mission. With three postgraduate degrees in interior design, BIM, and project management, Amanda develops environments that integrate functional organization, sensory stimuli, and affective elements — all designed to reduce distractions, stimulate autonomy, and provide children with a space where they can recognize themselves and regulate their emotions.
In the United States, CDC data (2023) shows that 9.8% of children between 3 and 17 years old have been diagnosed with ADHD, and approximately 1 in 36 presents ASD. This high prevalence increases the urgency for architectural solutions that improve school performance, promote autonomy, and reduce the overload of resources in health and education. By integrating neuroscience, ergonomics, and interior design, the methodology developed by Amanda Brandão presents a replicable and adaptable model of intervention for the American context, with the potential to be incorporated into public policies, educational programs, and institutional projects. Beyond the human impact, such solutions also generate economic benefits by reducing the costs of prolonged specialized care and optimizing the effectiveness of multidisciplinary interventions.
This alignment between science, design, and inclusion positions her work as a strategic resource not only in Brazil, but also abroad, strengthening her role as a professional capable of addressing national demands in health, education, and child development.
But after all, what does neuroarchitecture have to do with this? The answer lies in the way the brain responds to the environment. Studies in neuroscience applied to architecture show that factors such as lighting, colors, sounds, textures, and layout directly impact emotions and behaviors, especially in developing brains. In neurodivergent children, such as those living with ADHD, ASD, or GAD, these stimuli must be carefully planned.
“It’s not just about decorating. It’s about understanding how that child moves, how they process visual and tactile information, what calms them or what makes them feel disorganized. The environment can be either an ally or an obstacle,” explains the architect. With this sensitive yet technical perspective, she designs spaces that facilitate autonomous use — for example, with furniture at the right height, divisions that help categorize objects, and circulation routes that are freer from interference.
Amanda also emphasizes the importance of listening to families and, whenever possible, engaging in dialogue with therapists, educators, and psychologists involved with the child. “Children’s architecture needs to be interdisciplinary. A good project is born from the meeting point between technical knowledge and the lived experience of those who are part of that reality every day,” she says.
This care is reflected in projects that go beyond functionality. They are environments that welcome and organize. That offer predictability without being rigid. That stimulate creativity while respecting sensory boundaries. All of this without giving up aesthetics — because, for Amanda, beauty can also be a tool for emotional balance.
More than just a professional differentiator, this approach represents a stance. Amanda Brandão advocates for an architecture that takes part in the therapeutic process, that communicates with childhood, and that helps children feel safe in a world where, so often, everything seems to move too fast.
By: Priscilla Moura
