# Hallways, stairs, cafeteria, PE and recess > For many students with CVI, the hardest parts of the school day happen outside the classroom, where crowds, noise, movement and new places pile up. The fixes are small. Leave a minute early, put bright tape on step edges, keep the same seat and route, name a buddy, and describe what's happening instead of pointing. Updated 2026-10-04. Canonical: https://cviexplained.com/around-the-school/ ## Hallways **What goes wrong:** Crowds, noise and people moving fast. The student may bump into people, freeze, or arrive at class worn out. - Let them leave a few minutes before the bell, before the halls fill up. - Use the same route every day, with landmarks: "Turn left at the red fire door." - Pair them with a named buddy, not "someone." ## Stairs, steps and curbs **What goes wrong:** Some students with CVI don't see the lower part of their view well, so steps and edges can seem to vanish. Patterned floors and shadows add to it. - Put bright tape on the edge of each step, at the top and bottom, and on the rails. - Say it before they reach it, and don't rush them: "Five steps down, rail on your right." ## Cafeteria **What goes wrong:** It's the loudest, busiest room in the building. Noise can switch vision down, and a full tray is a jumble. - Let them go in before the rush. - Keep the same seat every day, facing away from the busiest part of the room. - In line, name the choices. At the table, name where things are: "Sandwich on the left, milk at the top." - Let them wear noise-canceling headphones if they want to. ## Finding friends and a seat **What goes wrong:** Many students with CVI can't pick out faces, especially in a crowd. They may walk past a friend and look rude. - Teach classmates to say their own name: "Hi, it's Ava." - Describe by color and place: "Ava's at the end of the table, in a green coat." - A seat that never changes lets friends find them too. ## PE and ball games **What goes wrong:** Fast balls and running players are hard to see and judge. Things can seem to appear from nowhere. - Use a big, bright ball, a ball with a bell, or roll it instead of throwing. - Say the name before you pass: "Sam, ball coming to you, rolling." - Keep them out of the middle of fast games, and mark boundaries with bright cones. - Expect tired vision after PE. Don't schedule a test right after. ## The playground **What goes wrong:** Swings, running kids and wide open space with few landmarks. Many students stay at the edges. - Walk the playground when it's empty first. Let them touch the equipment. - Point out the swings in words, and keep a clear path away from them. - Set a meeting spot: "If you lose us, go to the red bench." ## Assemblies and events **What goes wrong:** A new or dark room, loud sound, crowds, and a stage far away. - Visit the room when it's empty, and arrive before the crowd. Sit on the aisle. - Have an adult quietly describe what's happening on stage. - Agree on a quiet place they can go if it's too much. ## Fire drills **What goes wrong:** A sudden loud alarm, a rushing crowd, and a route they don't use every day. - Walk the exit route with them alone, when the halls are empty. - Name one adult in the emergency plan who goes to the student. - If the school allows it, tell them before a planned drill. ## The bus **What goes wrong:** A crowded curb, buses that look alike, a high step, and a bus that may move before they sit. - Walk them out early, by the same route, to the same spot. - Have the driver say their name, and keep the same seat near the front. - Ask the driver to wait until the student is seated before pulling away. ## Who can help The student's orientation and mobility (O&M) specialist can teach these routes. For the classroom, use the [classroom checklist](/classroom-checklist/). ## Questions people ask ### Why does the student seem fine in class but struggle in the hallway? A classroom is familiar and fairly still. A hallway adds crowds, noise and fast movement all at once, which is the hardest mix for many students with CVI. ### Who teaches a student to get around school safely? An orientation and mobility (O&M) specialist. If the student has one, ask them to walk the hard routes with you. If not, ask the IEP team about an O&M evaluation. ## Sources - [Perkins School for the Blind, CVI and visual guidance of the lower limbs](https://www.perkins.org/cvi-visual-guidance-of-lower-limbs/) - [Perkins School for the Blind, CVI and the impact of motion](https://www.perkins.org/cvi-impact-of-motion/) - [Perkins School for the Blind, CVI and access to people](https://www.perkins.org/cvi-access-to-people/) - [Perkins School for the Blind, CVI and visual guidance of the upper limbs](https://www.perkins.org/cvi-visual-guidance-of-upper-limbs/) - [Perkins School for the Blind, CVI for Classroom Teachers and Special Educators](https://www.perkins.org/resource/cvi-for-classroom-teachers-and-special-educators/) - [Perkins School for the Blind, CVI for Teaching Assistants and Paraprofessionals](https://www.perkins.org/resource/cvi-for-teaching-assistants-and-paraprofessionals/) --- CVI Explained gives general information. It is not medical or legal advice and it does not diagnose.