Presenting your company in the best light
Workplaces across the UK have changed over the last 5 years, with hybrid working becoming more common. While there was initially talk of many people eschewing the office for good, recent research shows just under half of office-based workers are back in full time, and the rest are most commonly based in the office 2-3 days per week.
This means what we need from our working environment has changed. Hybrid styles of working like hot desking mean our offices need more communal spaces, and team collaboration is often a focus when in the office. In this modern workplace, online calls are not only critical ways to stay in touch with colleagues, they are also the most common way to connect with clients. Alongside the need to meet sustainability goals, business travel is being minimised, and so, even in sales, frequent face-to-face meetings are becoming a thing of the past.
As hybrid and online working becomes the norm, both within organisations and client-facing, how can we ensure that our office spaces are designed to match? When your video conference is a client’s first impression, it has never been more important that the space is set up to be visually appealing on camera to present your company in the best light.
So, how can lighting ensure that your working environment is happy, productive, and sustainable – while also managing different online and in person requirements and varying numbers of people on any given day?
We spoke to Henrik Clausen, Director at Fagerhult Lighting Academy about the importance of lighting design for a flexible online and hybrid working environment.
From interviews to sales presentations, video calls are the new normal
Online meetings have gone from a ‘nice to have’, to a tool that helped us navigate the pandemic, to an expected part of business, in a very short period. As it went from necessity to the new normal, the expectation that you are well presented and also well illuminated on video conferences has increased and I believe this will continue to become more important. We’re seeing recruitment conducted via online interviews, sometimes with applicants asked to submit a video before they even meet a person. How you are lit could have a huge impact in this situation.
Another factor is travel and sustainability. We design our lighting to be as sustainable as possible – and are proud to have provided lighting for fantastic environmentally designed workplaces including Unilever and Bol.com. In our own company, like many others, we’ve also moved away from as many long-distance journeys for sales meetings because of the environmental impact, cost and time. Of course, it can be beneficial to meet in person first, as I will with our upcoming launch in Saudi. But much of business is now hybrid.
Lighting design for a flexible online and hybrid working environment
We understand from our clients and our own experience that lighting is a huge part of in person and video communication. If a space is not well lit it reduces the detail we can see on video. It's important because as human beings we interact based on what we see - when I see you nodding and smiling, I feel happy. We can also pick up on cues about attention or distraction. Video is different to if we were on the phone, research shows you might receive as little as 20% of my message from a voice alone and then with a visual, it jumps to 83%.
It is about presenting people in their best light, reading body language and forming relationships. If we haven't met before, it's much, much easier to establish a relationship with video than over the phone, for example, because of the way our vision works. We can also pick up on small differences between meetings even on video, building that visual memory of each other. So that's why it's easier to establish or to keep a trustworthy relation going.
Having the right lighting that balances your skin tone and works with the background is key. Really optimising the lighting is very individual – and for a video studio for example it is even possible to design lighting that changes depending on your skin tone. But for most online meetings, positioning and location of light is the key, in the same way you’d would never sit in front of a window, if possible, on video – we all intrinsically understand that light can either cast us in shadow or show us at our best.
Light’s role in creating a positive working environment
Lighting has a huge impact on the workplaces, but also schools and universities, affecting people’s happiness, comfort, and productivity. This is of course about safety, as the common standards set by the EU for indoor workplace lighting highlight, but also that light affects us biologically and how Human Centric Lighting (HCL) and Double Dynamic Lighting (DDL) can support our health and focus. I recommend you read our article which shares research on how islands of light reduce stress.
Lighting designers are also very familiar with the need for different lighting options across a space, in an open office for example vs. in a meetings room. This might include the use of organic response smart lighting for optimum collaboration – where lighting design and technology allow us to light the people not the space – and dim it by 60 or 80% in areas that are not in use which has positive impacts on people and also environmental benefits.
Lighting can also be an important way to express your brand and communicate with people about your company non-verbally. This case study is a great example of how it helps convey the ethos of the company and create a creative hub where the team can do their best work.
With the increase in video conferencing, all these elements remain important - your workplace is on show, but added to the in-person experience, it is now vital to to consider how the lighting will appear on video.
Improve your lighting to create a good first impression – online and in person
As more and more of our face-to-face meetings happen online, having the right lighting in place can really make a difference. Not only conversations between the team, but also a sales meeting or a pitch. Being seen and being able to see others on the call means you don’t miss out on those selling signs that could go unnoticed.
In the same way we can light in ways that improve collaboration, we can also light conference rooms and offices to enable groups of people and individual workers to appear their best in online meetings. For example, for conference rooms we might recommend using diffused rather than narrow beam, such as our Tunable-White luminaire. However, every office environment is different and in order to get the right solution for your company and working patterns, it is important to get advice and guidance from a designer that understands your individual space.
While companies may be able to light their offices to support this new way of working, we’re also in an increasingly hybrid world with many people working from home. Over the last few years, we’ve seen a huge growth in new lighting options such as ring lights, but it can also be as simple as employees moving their lamp to a better location and ensuring their laptop or camera is in the right position. As a business you might consider providing best practice recommendations for your team, as you see with this example from Stanford University, and general guides are widely available from both the technology providers like Zoom.
Notor
Fagerhult’s classic and energy efficient interior luminaire Notor is available in several versions for suspended, surface mounted, recessed or track installation. Notor is an obvious choice for the versatile office and circumstances when there is a desire to create long, unbroken lines of light.
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No one-size-fits-all: Why custom lighting matters in education design
Lighting in higher education does more than illuminate – it shapes how students learn, concentrate, and interact. Lecture halls, libraries, and common areas all have distinct functional and architectural requirements, and standard lighting solutions often fail to meet them. Custom lighting is helping universities to meet the evolving needs of their students and campuses, creating a vibrant and inspiring learning environment. In this interview, Michael Mulhall, Head of Client Solutions at Fagerhult UK, emphasises that lighting in education cannot be one-size-fits-all; each project requires a tailored approach to achieve optimal performance, usability, and sustainability. Lighting to enhance campus identity Universities compete for students, and campus identity can influence first impressions. Custom lighting in atriums, entrance halls, and circulation spaces can create distinctive architectural statements. “Anything that helps a university to stand out is crucial,” says Michael.“ Customisable lighting often in atriums or big entrance spaces, becomes a feature piece, giving the building personality and shaping the student experience from the moment they enter.” Bespoke lighting allows designers to infuse individuality into each project, transforming everyday circulation spaces into architectural statements that reflect a university’s character and ambition. Adapting lighting to building architecture Many universities operate in heritage or listed buildings, where architectural constraints create unique challenges. Michael explains: “Heritage buildings bring specific challenges. You can’t just fix large luminaires into old ceilings or insert new steel for support. You have to consider the weight, the fixing points, the acoustics, and how to maintain the look and feel of the space. Bespoke design gives flexibility, so the product fits the building rather than forcing the building to adapt.” Lighting for wellbeing and performance Beyond aesthetics, custom lighting plays a vital role in student wellbeing, comfort, and concentration. The right kind of light at the right time can affect alertness, mood, and circadian rhythms. Michael highlights an example of this at a UK university library project, which implemented task lighting: “We created customised desk lamps that gave students the ability to adjust light levels to suit their own tasks. That sense of control helps improve comfort and productivity. And of course, the quality of light – the colour temperature, uniformity, and intensity – has a direct effect on wellbeing.” Fagerhult’s human-centric lighting considers how light influences the human biological needs, such as circadian rhythms and cognitive performance. The goal is not just to illuminate a space, but to create environments that enhance comfort, alertness, and mental well-being. Smart lighting at Warwick University Technology is now redefining how lighting is used in educational spaces. At the University of Warwick, Fagerhult’s smart lighting systems are transforming how students and staff interact with their environment. The university’s library, initially designed for far fewer students than it now serves, faced challenges with congestion and underused areas. Fagerhult’s solution incorporated Organic Response technology into each luminaire, allowing lights to respond to occupancy and daylight while simultaneously collecting data on space usage. “Because we’ve got smart sensor nodes integrated in each of the luminaires, we were able to collect live data to create a visual heatmap across the library floor plan that shows the students which areas are being used most, and helps find available study spaces in real time.” The Warwick project demonstrates how bespoke lighting systems can deliver both operational and student benefits – optimising energy use, improving the experience, and providing insights that inform future campus planning. Embedding sustainability in every design Sustainability is another key driver shaping custom lighting solutions. From reducing embodied carbon to improving operational efficiency, universities are pushing for lighting that performs responsibly throughout its lifecycle. Michael notes: “We’re using more sustainable materials – recycled aluminium, wood, even cardboard – and pairing them with highly efficient optics and LEDs. Good lighting design means putting the right light in the right place so that you can use fewer luminaires and less energy.” He adds that around 80% of a luminaire’s lifetime carbon impact occurs during its use phase. By combining efficient design with smart controls, Fagerhult helps clients significantly reduce their overall energy footprint and support their decarbonisation goals. Balancing bespoke and customisable solutions Full custom lighting isn’t always necessary. For many education settings, the sweet spot lies between standard and bespoke – configurable products that can be tailored to fit the space. “There are benefits because universities, for example, want a specific aesthetic, but not every project requires a one-off product,” says Michael. “Our standard-customisable ranges offer flexibility without the extended lead times and costs.” This modular approach also supports sustainability by simplifying maintenance, allowing for future upgrades without complete replacement. Lighting for people, performance and place Fagerhult’s approach to custom lighting is about aligning design intent, human experience, and sustainability. Whether creating a striking entrance feature or an intelligent study environment, every project is about enhancing how people use and feel in the space. Michael concludes: “Design will always drive what lighting products are used in any space, but our role is to make sure it’s delivered in the most sustainable, efficient, and human-centric way possible.” For more information on how Fagerhult’s custom and configurable solutions can help you create inspiring, sustainable environments that support learning, wellbeing, and identity, get in touch.
Designing for Diversity: Inclusive Lighting in Education for Neurodivergent Learners
Creating learning environments where every student can thrive is at the heart of inclusive education. With an estimated one in seven people in the UK likely to be neurodivergent, the way classrooms, study halls and entrances are illuminated has never been more important. Lighting can strongly influence focus, comfort and sensory load, particularly for neurodivergent learners. This article draws on insights from a conversation with Flick Ansell, Associate Director, Lighting at AECOM following their presentation at IALD’s Enlighten Europe Conference in Valencia, Spain in June 2025, plus research led by Dr Jemima Unwin Teji from the Institute of Environmental Design and Engineering, Bartlett School of Built Environment, Energy and Resources, University College London, UK as well as key recommendations from the Society of Light and Lighting’s Lighting for Neurodiversity guidance (Factfile 19). Why Lighting for Neurodiversity Matters ‘Neurodiversity’ is an umbrella term for everyone. Neurodivergence is a description of a wide range of cognitive differences, including, but not limited to, attention deficit disorder (ADD), autism (ASD), OCD, dementia, dyslexia and dyspraxia. Each experiences sensory input differently; lighting that feels neutral to one student may be overwhelming to another. Flick Ansell notes: “If you’ve met one neurodivergent person, you’ve met one neurodivergent person. That person's reporting of their experience of the world will be unique to them.” They explain that two students sitting in the same space can interpret the environment completely differently – a reminder that lighting design must adapt to local preferences rather than rely on assumptions. This approach empowers designers and architects to craft flexible solutions that truly meet diverse needs. The SLL’s Lighting for Neurodiversity guidance recommends designing environments assuming neurodivergent individuals will be present and reducing potential discomfort wherever possible. What Research Is Telling Us Research supported by AECOM and students at University College London (UCL) is beginning to reveal consistent patterns in how neurodivergent people experience light. In one office lighting study, neurodivergent participants consistently preferred lower illuminance levels (200 lux rather than 500 lux) than neurotypical peers[1], one of the clearest findings to emerge so far. A PhD[2] student’s research at UCL is also exploring differences between neurotypical and neuro diverse subjects when Modulating Emotional Perception Through Different Colours, with Fagerhult providing space for experiments. This PhD study uses coloured light in space (whether direct or indirect) and coloured filters over facial-expression images on a screen or paper to investigate whether certain hues help neurodivergent individuals feel more comfortable and / or interpret emotions more ‘accurately’. Pilot studies provide preliminary evidence that personalised colour context can selectively modulate perceived emotional intensity, supporting the relevance of user-adjustable chromatic ambience as a potential direction for more inclusive lighting and built-environment design. These early research results reflect what practitioners report in real school settings. Flick notes that lived experience is as valuable as formal research; when students repeatedly report discomfort or avoid entering a room until lighting is dimmed, those responses offer meaningful evidence about how spaces truly perform, validating the importance of listening to user feedback. This aligns with an MSc[3] study completed this year within a North London SEND (special educational needs and disability) School, a collaboration that allowed for a number of qualitative and quantitative methods of study. Within the classrooms, a very simple dimming system is accessible. Teachers frequently dim the lighting below the standard 500 lx because students reported discomfort, and in some cases, learners refused to enter the classroom until the lighting was reduced. As part of the MSc study, a trial shifting classrooms from 4000 K to 2700 K and asking students to complete standard spelling tests under the different conditions reported no immediate clear findings. However, anecdotal information suggested some positive reactions, supporting growing evidence that warmer light may reduce sensory load. These results were from a tiny cohort of students, and UCL is currently exploring whether there is merit in conducting a broader study. If the budget allows, having access to different colour temperatures within classroom settings would be a welcome level of flexibility. Lighting Challenges for Students Glare and uniformity Slight variations in uniformity or reflections from glossy surfaces can trigger sensory discomfort. Reflections from desks, whiteboards or unexpected daylight can be particularly challenging. Flick notes that even the sheen of a surface or the angle of daylight can make a space feel totally overwhelming for neurodiverse students. Flicker sensitivity Neurodivergent individuals may be disproportionately affected by flicker or temporal light artefacts, even when these effects are subtle or invisible to most observers. Colour temperature Standard 4000 K lighting can feel harsh for some learners. Warmer light (2700–3000 K) tends to be more calming, especially in breakout zones, therapeutic rooms and SEND settings. “People often perceive colder colour temperatures as brighter. Making it warmer can make the space far more comfortable, teaching staff included,” Flick explains. New Guidance: Lighting for Neurodiversity The SLL’s Lighting for Neurodiversity guidance (Factfile 19, 2025) offers the most comprehensive framework to date for creating educational environments that minimise sensory stress. Its recommendations include: Appropriate illuminance and uniformity – meeting BS EN 12464-1 as a minimum, while avoiding sharp contrasts and enabling local dimming for individual comfort. Low-glare, indirect lighting – reducing discomfort from direct sources, veiling reflections and screen glare, supported by careful luminaire positioning. Flicker and stroboscopic management – specifying drivers that meet stringent PstLM (≤1) and SVM (≤0.4) thresholds to limit sensory strain. Colour temperature considerations – using warmer 2700–3000 K light in calm or breakout areas, and offering tunable options where tasks vary. The guidance emphasises that inclusive electric lighting cannot be delivered in isolation. It must be considered alongside interior design, surface finishes, furniture and daylighting. Flick highlights that practical success comes from understanding what learners genuinely experience: “You can have tools and technical solutions, but the right approach always begins with asking end users what they need.” The Role of Smart Lighting and Controls Technological advancements in smart lighting make inclusive design more achievable: Automated dimming and CCT tuning: Allows seamless adjustment of brightness and colour temperature for different tasks and times of day. Changes should be in tiny increments so they are not noticeable, and manual overrides should be provided to accommodate end-user requirements. Intuitive control interfaces: Wall panels with straightforward presets, or simple apps, ensure teachers can make quick adjustments without complexity. Glare reduction: Indirect lighting, shields and diffusers distribute light evenly. Flick stresses that flexibility only works when controls are simple. In many classrooms, the teacher or teaching assistant effectively becomes the lighting operator, so systems must be fast-acting and intuitive. In smaller SEND settings, students may also contribute to decisions about lighting settings. “When it comes to controlling the light, flexibility is everything – but only if people can actually use it easily.” Designing Spaces Where Learners Can Thrive Inclusive lighting requires an understanding of the diverse sensory experiences within a classroom. By integrating research insights, responsive technologies, and adaptable design strategies, schools can create environments that reduce sensory stress, support concentration, and enhance well-being. The guidance stresses that lighting and interiors must be developed together, as students do not experience surfaces, colours, daylight and electric lighting separately. Flick notes that the most successful projects involve user engagement and early collaboration across disciplines, with designers sharing decisions on finishes, daylighting and spatial layout to create coherent, comfortable spaces. Ultimately, designing with empathy – listening to students, empowering teachers and applying evidence-based guidance – ensures that every educational setting becomes a place where all learners can thrive. If you’re working on a project and want to discuss how lighting could make it more inclusive, please get in touch. Co-Authors Flick Ansell – Associate Director, Lighting. AECOM Dr Jemima Unwin Teji (UCL) Lecturer in Light and Lighting Research input from Beatrice Chui Ling Yuen – MSc in Light & Lighting 2022 - Assessing illuminance preferences in Neurodivergent Individuals Ruoxi Yin PhD 2026 - Modulating Emotional Perception Through Colour in Neurodivergent Individuals Tommy Smith MSc 2025 - Investigating the impact of lighting on user comfort and cognitive ability amongst neurodivergent individuals: A case study of a SEN school in London. [1] Beatrice Chui Ling Yuen – MSc Light & Lighting Dissertation 2022 - Assessing illuminance preferences in Neurodivergent Individuals. Supervised by Dr Jemima Unwin Teji. [2] Ruoxi Yin PhD Student 2026 - Modulating Emotional Perception Through Colour in Neurodivergent Individuals paper presented at IEEE Sustainable Smart Lighting World Conference 2025, Monastir, Tunisia, December 2025 [3] Tommy Smith MSc Student 2025 - Investigating the impact of lighting on user comfort and cognitive ability amongst neurodivergent individuals: A case study of a SEN school in London.