What Are Sensory Processing Differences?
Sensory processing differences are increasingly recognised in UK education as affecting how some pupils experience and respond to sensory information from their environment and their own bodies. These differences commonly co-occur with autism, ADHD, and other neurodevelopmental conditions, though they can also occur independently.
Our bodies and the environment constantly send sensory information to our brain. We process and organise this information so that we can respond appropriately and feel comfortable. When a child has difficulty processing these sensory demands, they may experience sensory overload, sensory seeking behaviour, or difficulty with self-regulation.
Understanding a pupil's sensory profile is key to creating an environment where they can learn effectively and feel safe.
The Eight Sensory Systems
Most people are familiar with the five traditional senses, but sensory processing differences can affect all eight sensory systems:
The Traditional Five
- Visual: Sensitivity to light, colours, patterns, and visual clutter
- Auditory: Sensitivity to sounds, background noise, or specific frequencies
- Tactile: Sensitivity to touch, textures, clothing, or temperature
- Gustatory (taste): Responses to tastes, textures, and temperatures of food
- Olfactory (smell): Sensitivity to smells in the environment
The Often-Overlooked Three
- Proprioception: The sense of body position and movement; knowing where your body is in space
- Vestibular: The sense of balance, spatial orientation, and movement through space
- Interoception: The sense of internal body signals (hunger, thirst, need for the toilet, heart rate, emotions)
Hyper-sensitivity and Hypo-sensitivity
Pupils may be over-sensitive (hyper-sensitive) or under-sensitive (hypo-sensitive) in any sensory system, or a combination across different systems.
Hyper-sensitivity (Over-responsive)
A child who is hyper-sensitive may find certain sensory input overwhelming or painful. They may:
- Cover their ears in noisy environments
- Avoid certain textures, foods, or clothing
- Find bright lights or busy visual environments distressing
- Become upset by strong smells
- Dislike being touched or having their personal space invaded
- Experience sensory overload, leading to anxiety, withdrawal, or meltdowns
Hypo-sensitivity (Under-responsive)
A child who is hypo-sensitive may not notice or respond to sensory input that others find obvious. They may:
Many pupils have a mix of hyper-sensitivity in some areas and hypo-sensitivity in others, creating a unique sensory profile.
Interoception and Emotional Regulation
Interoception, the sense of internal body signals, is increasingly recognised as crucial for self-regulation and emotional wellbeing. Pupils with interoception difficulties may:
- Struggle to recognise when they are hungry, thirsty, or need the toilet
- Have difficulty identifying and naming their emotions
- Not recognise the physical signs of stress or anxiety until they are overwhelmed
- Find it hard to understand the connection between how their body feels and their emotions
Supporting interoception can help pupils develop better self-awareness and self-regulation skills.
Creating a Sensory-Friendly Classroom
Visual Environment
- Reduce visual clutter; use neutral, calming colours
- Provide access to natural light where possible, or use warm, adjustable lighting
- Use blinds or curtains to reduce glare
- Offer sunglasses or a visor for pupils sensitive to light
- Create visual boundaries in the classroom using furniture or screens
Auditory Environment
- Minimise background noise; use soft furnishings to absorb sound
- Provide ear defenders or noise-cancelling headphones
- Use visual signals alongside auditory ones (e.g., visual timer, written instructions)
- Create a quiet space where pupils can retreat if overwhelmed
- Give warning before loud noises (bell, fire alarm practice)
Tactile and Proprioceptive Support
- Allow pupils to sit on a cushion, wobble cushion, or therapy ball if needed
- Provide fidget tools (stress balls, fidget spinners, textured objects)
- Offer heavy work activities (carrying books, pushing chairs) to provide proprioceptive input
- Allow movement breaks; incorporate movement into learning
- Respect pupils' personal space; avoid unexpected touch
Strategies for Teachers
- Learn about the pupil's individual sensory profile
- Provide sensory breaks before the pupil becomes overwhelmed
- Use a sensory circuit or movement activities at the start of the day
- Offer choice where possible (where to sit, what to use for writing)
- Allow the pupil to leave the classroom briefly if needed
- Use predictable routines to reduce anxiety
- Give advance warning of changes or transitions
- Create a sensory toolkit with calming or alerting tools
- Work with an occupational therapist if available
- Teach interoception skills to help pupils recognise their body signals
- Use a zones of regulation approach to support self-awareness
- Be aware that sensory overload can look like challenging behaviour
- Reduce demands when the pupil is dysregulated
- Avoid punishing sensory-driven behaviour; support the underlying need
Sensory Regulation Tools
Different pupils benefit from different sensory tools. Work with the pupil and, if possible, an occupational therapist to identify what helps:
- Calming tools: Weighted lap pads, soft textures, calming music, deep pressure, slow rocking
- Alerting tools: Chewy jewellery, fidget toys, crunchy snacks, upbeat music, movement
- Organising tools: Heavy work activities, rhythmic movement, proprioceptive input
Pupils should have easy access to these tools when needed, without needing to ask permission.