["British Journal of Learning Disabilities, EarlyView. ", "\nABSTRACT\n\nBackground\nPeople with learning disabilities often face significant challenges in understanding health information. Pictorial supports are widely assumed to improve communication for people with learning disabilities, yet little research examines how visual communication can be effectively designed for this group.\n\n\nMethods\nThe principles were developed out of findings from five co‐design workshops with people with learning disabilities (n = 34) and through our public and patient involvement partnerships. We cocreated a health animation, Maria’ Story and a series of infographics to disseminate information from a broader project, [name]. This research aimed to identify the multiple long‐term condition patterns of people with learning disabilities.\n\n\nFindings\nThis paper describes and illustrates the design principles to guide practitioners creating visual information. These include: (1) heterogeneity, (2) cognitive overload, (3) attention differences, (4) literal interpretation, (5) meaningfulness, (6) emotional affect, and (7) numeracy.\n\n\nConclusions\nThree key messages underpin the principles. First, the need to cocreate visuals with people with lived experience to ensure they meet the needs of their intended audience. Second, the importance of including people's carers in interactions using the picture‐based health information as communication partners. Third, the relevance of context and storytelling approaches to maximise understanding.\n"]