Sensory Processing in The Classroom

Sensory Processing in the Classroom

Some children and young people (CYP) process sensory information differently. They may react strongly to things that seem minor to others—like the feel of a fabric or the sound of a bell. 

Sensory Overload

Sensory overload happens when a child receives too much information at once. This can cause: 

• Stress 

• Anxiety 

• Physical discomfort 

• Withdrawal 

• Challenging behaviour 

• Meltdowns 

If a child communicates through behaviour or seems unresponsive, don’t judge them. Small changes in the environment can make a big difference.

Regulation Tips

Help CYP regulate their sensory needs by: 

• Learning about the eight sensory systems

• Being a sensory detective—observe what the child needs 

• Doing a sensory tour of the classroom (check light, sound, textures, patterns) 

• Watching where the child feels safe or avoids 

• Identifying if the child needs to up-regulate (increase alertness) or down-regulate (calm down) 

• Creating a sensory space they can access 

• Planning a sensory timetable or diet

• Offering sensory resources based on their interests 

• Giving choices of sensory activities 

• Making activities fun and engaging

• Teaching CYP to recognise and manage their sensory needs 

• Encouraging independence

• Providing predictable routines

• Staying calm, patient, and positive

📄 Supporting Children with Sensory Processing Needs in the Early Years – Cumbria County Council

Auditory Challenges in the Classroom

Some CYP struggle to filter out background noise. This can cause: 

• Anxiety 

• Difficulty following instructions 

• Misunderstanding verbal cues 

For example, “Line up for outdoor play” vs. “Line up behind Harry for outdoor play” can lead to confusion. 

Support strategies: 

• Refer for a hearing test to rule out medical issues 

• Reduce background noise 

• Use visual supports with verbal instructions 

Visual Challenges in the Classroom

Some CYP are overwhelmed by visual input. They may: 

• Struggle to focus 

• Be distracted by clutter or movement 

• Miss important visual cues 

Support strategies: 

• Simplify the environment 

• Use clear visual aids 

• Reduce visual clutter 

Classroom Toolbox

Quick Ideas

• Time-out card: A pass that lets the child leave the room when overwhelmed 

• Tactile box: Fidget toys for calming sensory feedback 

• Headphones: Block out loud or sudden noises 

• Sunglasses or blackout blinds: Reduce bright lights 

• Uniform adjustments: Allow sensory-friendly clothing (e.g. tag-free, soft fabrics) 

Schools must make reasonable adjustments, including to uniform policies, to support CYP with sensory needs. 

The School Day

Supporting Children with Sensory Processing Needs

Start and End of the Day

Some children and young people (CYP) find the start and end of the school day overwhelming due to: 

• Playground noise 

• Crowds 

• The sound of the school bell 

Support strategies: 

• Allow CYP to arrive earlier or later than others 

• Use a quiet entrance if possible

Lunchtime and Breaktime

Busy lunch halls and playgrounds can be stressful. CYP may worry about: 

• Being touched 

• Loud noises 

• Crowded spaces 

Support strategies: 

• Offer quiet lunchtime clubs 

• Let CYP enter the dinner hall before others 

• Avoid lining up in close contact with others 

Moving Between Classes

Busy corridors can cause anxiety due to: 

• Noise 

• Crowds 

• Fear of being touched 

Support strategies: 

• Let CYP leave lessons a few minutes early 

• Use quieter routes if possible

Assembly

Assembly can be overwhelming due to: 

• Loud sounds 

• Visual distractions 

• Close proximity to others 

Support strategies: 

• Seat CYP at the end of a row or at the back 

• Use a mat or cushion to define personal space 

• Allow ear defenders (as part of a desensitisation plan) 

• Provide calming tools (e.g. weighted lap pad, fidget toy) 

• Use a visual card to signal when they need to leave 

• Introduce assembly gradually over time

Accessing Toilets

School toilets can be difficult due to: 

• Bright lights 

• Loud hand dryers 

• Strong smells 

• Small, crowded spaces 

Support strategies: 

• Switch off hand dryers and offer paper towels 

• Allow quiet toilet visits before break 

• Talk with the child to understand specific challenges 

📄 More on sensory needs and toileting – ERIC

The Classroom

Seating

CYP may prefer sitting: 

• At the end of a table to avoid touch 

• On a wobble cushion or weighted lap pad for comfort 

Movement breaks can help release energy and improve focus. 

Carpet Time

Some CYP struggle to sit still on the carpet. Constant movement can disrupt learning. 

Support strategies: 

• Use carpet places based on individual needs 

• Offer alternative seating if needed 

Quiet Space

Create a quiet space in the classroom for regulation. Use: 

• A pop-up tent or sheet over a table 

• Cushions or bean bags 

• Soft lighting 

• Favourite toys or books 

• Calming music or nature sounds 

This space can be a chill-out zone or a safe crash space for deep pressure input

Following Instructions

CYP with auditory processing difficulties may struggle to follow instructions, especially when: 

• The room is noisy 

• There are strong smells 

• Lighting is bright 

• Other children are distracting 

Support strategies: 

• Break instructions into small steps 

• Check for understanding 

• Use visual supports 

• Allow CYP to copy peers if needed

Physical Needs

Supporting Movement, Regulation, and Participatio

Movement Breaks

Movement helps regulate the nervous system. It supports: 

• Vestibular input (balance and movement) 

• Proprioceptive input (muscle and joint awareness) 

Some children need movement to wake up, while others need it to calm down. 

Examples of calming movement: 

• Slow rocking 

• Deep pressure (e.g. massage-style touch) 

• Wearing tight-fitting sportswear under clothes 

• Using weighted items (lap pad, backpack) 

Getting Changed for PE

Changing clothes involves: 

• Sequencing

• Motor planning

• Body awareness

• Fine motor skills (e.g. tying shoelaces) 

Support with: 

• Clear routines 

• Visual prompts 

• Sensory-friendly clothing 

PE Participation

PE can be helpful if activities match the child’s sensory needs. Good choices include: 

• Swimming

• Trampolining

• Playground equipment

These support vestibular and proprioceptive systems.

Stimming

Stimming (self-stimulatory behaviour) includes: 

• Rocking 

• Spinning 

• Hand or finger flapping 

Children should feel accepted. If stimming becomes distressing: 

• Talk with parents 

• Offer a safe space 

• Explore alternative stims if needed 

Movement Break Activities

There’s no one-size-fits-all. The goal is to help the child feel ready to learn. 

• Fast, irregular movement = energising 

• Slow, rhythmic movement = calming 

• Heavy work = calming and organising 

In-Class Movement Ideas

• Jogging on the spot 

• Star jumps 

• Touch toes, stretch to ceiling 

• Press down on desk 

• Press hands together 

• Marching 

• Cross march (hand to opposite knee) 

• Arm circles 

• Side jumps 

• Twisting left and right 

Daily Tasks That Help

• Erasing whiteboards 

• Stacking chairs 

• Holding doors 

• Carrying boxes 

• Movement songs 

• Carrying fruit bags at playtime 

Calming Activities

• Deep breathing (e.g. breathe in for 7, out for 11) 

• Holding a yoga pose 

• Sitting quietly with eyes closed for 10 seconds

Heavy Work / Resistance Activities

• Digging and pouring (sand or water) 

• Rolling and cutting play dough 

• Crawling through tunnels 

• Resistance band exercises 

• Pushing carts or wheelbarrows 

• Using wheeled playground equipment 

• Carrying a weighted bag (max 5% of body weight) 

• Tug of war 

• Pushing against walls or chairs 

• Rock climbing 

• Gardening 

• Hanging from monkey bars 

Proprioceptive and Vestibular Systems in PE

Proprioception

Helps with body awareness and calming. 

Signs of difficulty: 

• Bumping into others 

• Tripping 

• Poor fine motor skills 

• Trouble with posture 

Helpful activities: 

• Tug of war 

• Wearing a rucksack 

• Swimming 

• Trampolining 

• Jumping and star jumps 

• Playground climbing

Vestibular System

Supports balance and posture. 

Over-responsive child may: 

• Fear movement 

• Avoid playground equipment 

Support strategies: 

• Let them choose movement they enjoy 

• Never force participation 

• Combine movement with proprioceptive input 

Under-responsive child may: 

• Be constantly on the move 

• Need movement to focus 

• Take risky actions 

Support strategies: 

• Offer safe movement activities 

• Use swimming, trampolining, jumping, swinging 

• Break the day into short sections with frequent movement breaks 

Why P.E. Can Be Difficult for Children with Dyspraxia / DCD

(Developmental Coordination Disorder)

Children and young people (CYP) with dyspraxia / DCD often have challenges with movement and coordination. This can make physical education (P.E.) difficult. 

Common Difficulties

• Balance: May wobble, fall, or struggle to stand on one leg 

• Eye-hand coordination: Trouble catching or aiming balls 

• Eye-foot coordination: Difficulty kicking or trapping a ball 

• Motor planning: Struggles with climbing or using equipment 

• Stamina: Tires easily, especially during long-distance running 

• Spatial awareness: May bump into others or objects 

• Speed of processing: May miss the ball due to slow reaction time 

• Short-term memory: Difficulty remembering rules 

• Fine motor skills: Trouble changing clothes for P.E. 

• Self-organisation: May forget or lose P.E. kit or equipment 

Challenges with Team Sports

Team games can be especially hard because they require: 

• Constant awareness of surroundings 

• Quick reactions 

• Moving around others 

• Predicting others’ actions 

• Tracking the ball’s speed and direction 

• Staying focused 

• Understanding rules and strategies 

These challenges can lead to frustration and low self-esteem.

Strategies to Help

Clothing and Equipment

• Use Velcro instead of laces or buttons 

• Allow sportswear under uniform for comfort 

• Use larger bats, balloons, or bean bags before moving to smaller equipment 

Teaching and Support

• Don’t assume CYP can learn by watching—teach each skill step-by-step

• Help with starting positions (e.g. hand-over-hand guidance) 

• Give clear instructions one at a time

• Use rhymes or music to support movement patterns 

• Mark a return spot with a mat or hoop 

• Use cones or floor markers to define activity areas 

• Encourage CYP to talk through their movement plans

Motivation and Inclusion

• Let CYP beat their own records (e.g. bounce and catch a ball) 

• Ask “Who beat their own record?” to celebrate effort 

• Allow focus on skill development instead of team games 

• Give only a few rules at a time

• Reward effort and participation, not just performance 

Skills Needed for Getting Changed for P.E.

Getting changed for P.E. involves many steps. Children and young people (CYP) need to develop several skills: 

• Motor skills: Moving arms and legs with strength and flexibility 

• Coordination: Using one or both arms together; controlling hand movements 

• Balance: Staying steady while changing positions, even with eyes closed 

• Fine motor skills: Grasping and releasing items like buttons or zippers 

• Perception: Understanding sizes and shapes of clothing parts 

• Stereognosis: Finding armholes or buttons without looking 

• Body schema: Knowing left from right and identifying arms vs. legs 

Calm and Alert Activity Suggestions

To Decrease Arousal Levels

Some CYP need help calming down before or after activities. These strategies can help: 

• Create a safe space with blankets, pillows, or a beanbag in a quiet corner 

• Offer chewy or crunchy foods for calming sensory input 

• Use slow movements like rocking or rolling on a gym ball 

• Try body squashing (see below) 

• Use deep pressure (massage, firm hugs) 

• Reduce lighting and noise (earplugs, soft music, dim lights) 

• Play rhythmic music

• Use oral motor activities (blowing bubbles, sucking through a straw) 

Body Squashing

1. Child lies on a soft mat 

1. Roll a gym ball gently over their body from feet to shoulders 

1. Use firm, steady pressure 

1. Stop immediately if the child feels discomfort 

Proprioceptive System in the Classroom

Body Awareness and Regulation

Some CYP don’t process signals from their muscles and joints well. This can lead to: 

• Leaning on others or furniture 

• Running hands along walls 

• Difficulty staying upright or focused 

Helpful activities: 

• Wall push-ups with claps 

• Chair push-ups 

• Pulling stretchy bands 

• Carrying books or equipment 

• Pushing lunch trolleys 

• Climbing playground equipment 

• Using Thera putty at their desk

Vestibular System in the Classroom

Balance and Movement

Vestibular activities involve head movement in space. These help with: 

• Posture 

• Balance 

• Movement control 

Tips: 

• Use stop-and-go movements in different directions (forward/back, side-to-side) 

• Pair vestibular activities with proprioceptive input

Classroom ideas: 

• Use a wobble cushion (if not too distracting) 

• Schedule regular movement breaks

• Use playground equipment during breaks