Although several countries have adopted inclusive education systems, the inclusion of children and teenagers with neurodivergences such as attention-deficit/hyperactivity disorder (ADHD) or autism spectrum disorders (ASD) remains a complex challenge. The extant literature indicates that specific spatial arrangements and furnishings can positively impact neurodiverse individuals. However, there is a lack of a comprehensive and broader understanding of the role of spatial configurations in school environments that facilitate inclusion. Therefore, this study aims to identify positive spatial configurations of learning environments and their effect on the wellbeing and inclusion of children and teenagers with ADHD and ASD. To achieve this, semi-structured interviews with Swiss children (N = 10) aged 7-13 years with ADHD and ASD, along with their teachers (N = 11), were conducted. The interviews focused on factors in the classroom that support children's well-being, learning outcomes and ability to concentrate. Additionally, parents were surveyed via an online questionnaire. The answers were transcribed and analyzed using qualitative content analysis. The findings indicate that certain aspects of spatial configurations of learning environments, like having an own desk, few visual distractions, natural light or retreat spaces play an important role in the ability to concentrate and for the wellbeing of children and teenagers with ADHD and ASD. The study's findings can help schools and teachers to foster the inclusion of children and teenagers with ADHD and/or ASD and develop design guidelines for officials.