The purpose of this study was to research what needs students feel that they have, linked to the physical learning environment in the classroom, and how this affects their conditions for learning. These needs can then hopefully give an indication of how the physical learning environment can be designed and adapted to increase its accessibility and thus reduce the need for exclusionary measures. The theories of the study concern thoughts about inclusion and theories about how the physical learning environment can be changed based on students' needs. The theoretical framework is based on a socio-cultural perspective, the ecological system theory and from the special educational perspective. Both a quantitative and a qualitative approach have been used in the form of questionnaires and semi-structured interviews with students in one high school. The interview questions were worked out on the basis of the results of the survey. A comparison of the results from the respective survey method has been made and analyzed on the basis of the theoretical framework. The pupils experienced a need to reduce both auditory and visual distractions. A high proportion of students felt that the order and study area in the classrooms were not so good. The furniture's adaptation to the students physical conditions deteriorated with the students’ ages. Posters and other information on the walls seemed distracting to some students, while the majority were not disturbed by it or even gave a positive effect. The availability of tactile aids facilitated the conditions for concentrating for certain students. The development of the school's learning environments can, on the basis of the study, be beneficial to all school students and not isolated to students in difficulty to increase the scope of inclusion with all its advantages. Hopefully, the study can provide indications of what needs in the physical learning environment that can be found in students.