Purpose: The aim of this paper is to develop the architectural and three-dimensional environment principles of supplementary vocational education institutions which influence the psychological climate, entrepreneurial attitude, beneficial perception of new knowledge and behaviour of teenagers including those with special developmental needs. Design/metho­dology: The historical and contemporary experience in design of supplementary vocational education institutions (SVEI) in Russia and abroad; in-situ examination and photography of SVEI with subsequent compilation of graphical and analytic diagrams and tables; identification of factors affecting the SVEI design; theoretical modelling and compilation of typological layouts for SVEI; a study and a multidimensional analysis of functional planning, three-dimensional and compositional parameters for identification of the main principles and formulation of recommendations on the influence of architectural neurotransmitters on the new-type SVEI in Russia; elaboration of the project experiment for the new-type SVEI. Findings: The proposed method of architectural neurotransmitters for SVEI design; the suggested category of ‘vocational aptitude space’ for the building design studios selected in conformity with occupations determined during social studies; the suggested three-dimensional solutions envisage a correlation with surrounding grounds; the identification of the general professional directions and the optimum area for the educational and recreational environments. The attempt is made to synthesize contemporary and vanguard styles. Research implications: The new-type SVEI allows not only to assist teenagers in getting specific skills, but also provide them with a space of vocational aptitude, efficient occupation, new attainments, and social relationships. The goal of a new-type SVEI is to provide the vocational orientation in a supportive academic setting as early as possible. An attempt is made to synthesize the modern and advance-guard styles. Architectural planting elements are suggested herein for SVEI design. Practical implications: The obtained research results and proposed recommendations can be useful for green architecture and the elaboration of regulatory documents for SVEI design and can be utilized as methodological guides for SVEI exterior and interior design. A SVEI should be integrated in the public park situated on the Yauza riverside and indented for inhabitants of the Moscow regions. Research results can be used in the preparation of programs and tasks of SVEI design. Originality/value: It is necessary to create both the developing academic environment and SVEI typology of a new type. The architectural environment of such institutions should become, first of all, human-oriented institutions and afford teenagers the  maximum facilities for their self-expression and self-improvement.