Supporting Regulation & Learning In The Classroom

In this article and supporting video, we explore the connection between sensory experiences, movement, regulation and learning, helping you understand how thoughtful classroom adaptations can reduce overwhelm, support wellbeing and create environments where all children can thrive.

Why the environment matters

Learning is influenced by far more than what is being taught. Recent understanding of child development highlights the close connection between the brain, body and environment. A child's ability to focus, process information and engage in learning is shaped by their sensory experiences, physical comfort and overall sense of safety. When children feel calm and regulated, they are more able to access the skills needed for learning, including attention, memory, problem-solving and emotional regulation. However, when the nervous system is under stress, much of a child's energy can be spent simply trying to cope with their surroundings. This can be particularly true for neurodivergent learners, who may experience sensory information more intensely than their peers.

Looking beyond behaviour

Behaviour is often a form of communication. What appears to be inattention, fidgeting, avoidance or disruptive behaviour may actually be a child signalling that something in their environment is not working for them. Before focusing solely on the behaviour itself, it can be helpful to consider what might be contributing to the difficulty. Is the classroom particularly noisy? Is there too much visual information competing for attention? Has the child been sitting still for an extended period? Are transitions creating anxiety or uncertainty? By approaching behaviour with curiosity rather than assumption, professionals can often identify barriers that may otherwise be overlooked.

Sensory needs in the classroom

Many neurodivergent children experience differences in sensory processing. Sounds, lights, smells, movement and visual information can all have a significant impact on wellbeing and learning. Small adjustments can often make a meaningful difference. Natural light, where available, can help create a calmer environment, while reducing glare and harsh fluorescent lighting may support children who are sensitive to visual stimulation. Similarly, reducing unnecessary noise using soft furnishings, quiet spaces or noise-reducing headphones can help pupils concentrate and feel more comfortable throughout the school day.

Visual environments

Visual environments also deserve careful consideration. While displays can enhance learning, too much visual information can become overwhelming for some pupils. Thoughtfully organised classrooms, with clear visual structure and reduced clutter, can support attention and reduce cognitive load. Importantly, these adaptations often benefit all learners, not only those with identified additional needs.

Movement is part of learning

Traditionally, sitting still has often been associated with concentration and engagement. However, we know that movement plays an important role in attention, regulation and learning. For some pupils, what might be labelled as fidgeting is a way of maintaining focus and regulating their sensory system. Restricting movement can make it harder for children to concentrate, particularly if they are already working hard to manage sensory demands. Simple strategies such as movement breaks, standing workstations, wobble cushions, resistance bands and appropriate fidget resources can help support regulation while maintaining engagement in learning.

Creating spaces for regulation

Increasingly, schools are recognising the value of providing areas where children can regulate before becoming overwhelmed. This might be a quiet corner within the classroom, a sensory space, or a dedicated regulation room where pupils can access a calmer environment for a short period. These spaces are most effective when they are viewed as supportive rather than punitive. They are not places where children are sent because they have done something wrong. Instead, they offer an opportunity to pause, regulate and return to learning when ready. Some schools also provide planned movement breaks or agreed systems that allow pupils to access support before difficulties escalate. Taking a few minutes to regulate can often prevent a much longer period of dysregulation later in the day.

The importance of flexibility

Structure and predictability remain important for many children, particularly those who experience anxiety or find unexpected changes challenging. However, flexibility within that structure is equally important. Children may benefit from different seating options, alternative ways of completing tasks, visual supports, movement opportunities or short regulation breaks. These adjustments are not about lowering expectations. Rather, they ensure that children can access learning in ways that work for them. When schools create flexible, supportive environments, they are often better placed to meet the needs of a diverse range of learners.

Supporting individual needs

Every classroom contains children with different strengths, needs, personalities and learning profiles. There is no single approach that works for every learner. However, environments that reduce unnecessary sensory stress, support self-regulation and provide opportunities for movement and flexibility can have a positive.

In this video Professor Charlotte Valeour, Founder & CEO of Institute of Neurodiversity, explores how the learning environment affects a child's ability to regulate, engage and learn.