08 OCTOBER 2026
In our schools, we understand the impact that sensory processing differences can have on a pupil’s ability to learn, engage, and regulate their emotions. While some pupils can easily manage the sensory demands of the classroom, others may find everyday experiences overwhelming, distracting, or anxiety-inducing.
What you'll learn
✔️ How sensory processing differences can affect learning, behaviour and emotional regulation
✔️ Practical strategies to create sensory-friendly classrooms and support pupil regulation
✔️ Ways to recognise sensory-seeking, sensory-sensitive and sensory-avoidant behaviours
Drawing on the expertise of our Occupational Therapy team, this article explores how schools can recognise and respond to sensory needs through practical, sensory-informed approaches, helping to create inclusive learning environments where every pupil feels supported, regulated, and ready to thrive.
What is sensory processing?
Sensory processing is the way the brain receives, interprets, and responds to information from the world around us. For most people, this happens automatically. The brain identifies which sensory information is important and filters out what is not.
For example, during a lesson, most pupils can focus on the teacher's voice while ignoring the ticking clock, the texture of their chair, or conversations outside the classroom.
For some children, however, filtering sensory information is much more difficult. As a result, they may become overwhelmed by sensory input or actively seek additional sensory stimulation in order to stay regulated and engaged.
Understanding the eight sensory systems
Most people are familiar with the five traditional senses, sight, sound, touch, smell and taste. However, there are three additional sensory systems that play an equally important role in how pupils experience school, which are vestibular, proprioception and interoception.
Vestibular
The vestibular system helps us maintain balance and coordinate movement. Pupils with vestibular differences may seek movement through spinning, rocking, or bouncing, while others may appear unsteady or avoid movement activities.
Proprioception
This system helps us understand where our body is in space and how much force we are using. Differences may present as pushing too hard when writing, bumping into objects, chewing, or constantly seeking deep pressure.
Interoception
Interoception helps us recognise internal body signals such as hunger, thirst, temperature, pain, and emotions. Pupils with difficulties in this area may struggle to recognise when they are hungry, tired, anxious, or becoming overwhelmed.
Recognising Sensory Differences
Sensory differences generally fall into three broad categories: sensory seeking, over-responding, and sensory avoidance.
Sensory Seeking
Some pupils actively seek sensory input because their nervous system requires greater stimulation. This may include spinning or rocking, climbing and jumping, constant movement, chewing objects, seeking deep pressure, or making loud noises.
Over-Responding (Hypersensitivity)
Pupils who are hypersensitive experience sensory information more intensely than others. Common signs include covering ears in noisy environments, sensitivity to clothing textures, distress around strong smells, avoidance of crowded spaces, or difficulty concentrating in busy classrooms. For these pupils, sensory overload can lead to anxiety, dysregulation, or withdrawal from learning.
Sensory Avoidance
Some children actively avoid experiences that trigger discomfort or overwhelm. Examples may include refusing messy play activities, avoiding physical contact, reluctance to participate in PE, or avoiding busy communal areas such as dining halls.
Sensory needs, autism, ADHD and trauma
Sensory differences are particularly common among autistic pupils and form part of the diagnostic criteria for autism. They are also frequently experienced by pupils with ADHD, who may present as either sensory-seeking or sensory-sensitive depending on the situation.
Importantly, sensory needs are not limited to diagnosed neurodivergent pupils. Children who have experienced trauma or adverse childhood experiences may also develop significant sensory differences. Their brains can become highly sensitive to sensory information, causing everyday experiences such as loud noises, bright lights, strong smells, or crowded spaces to trigger a fight, flight, or freeze response.
Understanding this connection helps schools move beyond simply managing behaviours and instead focus on identifying and meeting underlying needs.
Using the Person-Environment-Occupation (PEO) Model
The PEO model helps schools understand the relationship between:
Person: the child's individual sensory needs and anxiety levels.
Environment: the classroom, noise levels, physical space, and social interactions.
Occupation: the tasks and activities pupils are expected to complete.
The most positive outcomes occur when these three areas work together effectively. When a pupil's sensory needs are recognised and accommodated, they are far more likely to engage successfully with learning.
Creating sensory-friendly classrooms
Supporting sensory needs should begin with universal provision that benefits all learners.
Consider:
✔️ Keeping classrooms organised and clutter-free.
✔️ Reducing unnecessary visual distractions.
✔️ Using clear labels and visual timetables.
✔️ Minimising background noise where possible.
✔️ Using natural or adjustable lighting.
✔️ Maintaining comfortable room temperatures.
✔️ Avoiding strong perfumes and scents.
✔️ Providing clear routines and predictable expectations.
Conducting a sensory audit of the classroom can help identify potential sensory barriers before they impact learning.
Supporting regulation through movement
Movement plays an important role in helping many pupils regulate their sensory systems.
Useful strategies include:
✔️ Carrying books or equipment.
✔️ Delivering messages around school.
✔️ Handing out resources.
✔️ Movement breaks between activities.
✔️ Desk-based stretching exercises.
✔️ Access to climbing or playground equipment.
✔️ Resistance bands attached to chairs.
These opportunities can be easily integrated into the school day and often support both concentration and emotional regulation.
Personalised sensory support
While universal strategies are beneficial, some pupils require more targeted support.
Developing an individual sensory profile can help identify sensory triggers, sensory-seeking behaviours, signs of overwhelm, and effective regulation strategies.
Personalised sensory resources may include, but are not limited to, ear defenders, fidget tools, weighted lap pads, sensory putty, communication cards, and visual support systems.
The most effective sensory plans are developed collaboratively with pupils, families, and school staff, ensuring support reflects individual strengths and needs.
Supporting anxiety and regulation
Sensory differences and anxiety are closely linked. When a pupil becomes overwhelmed, it is important to understand that behaviour may be communicating an unmet need rather than deliberate non-compliance.
Schools can support regulation by recognising early signs of distress, reducing demands when needed, providing access to safe regulation spaces, offering movement and sensory breaks, and ensuring pupils have trusted adults they can access for support.
Supporting every learner to thrive
Sensory needs can influence every aspect of a pupil's school experience, from learning and concentration to emotional wellbeing and relationships. By understanding sensory processing, creating sensory-aware environments, and implementing personalised support where needed, schools can remove barriers that prevent pupils from fully accessing education.
Ultimately, supporting sensory needs is about recognising that behaviour often communicates something deeper. When schools respond with curiosity, understanding, and practical support, pupils are better able to feel safe, regulated, and ready to thrive.
