Sensory Inclusive Schools

Given the scale of the co-existence of the conditions, schools wanting to support ADHD students effectively should consider how sensory needs, such as sensory sensitivities to strong smells or loud noises, may also be impacting behaviour. By understanding a student’s unique sensory profile and sensory experiences, schools can make accommodations and adjustments that fit that student’s sensory needs as well as needs arising from their ADHD. 

Similar Behaviour, Different Causes

So, some students with ADHD will also have challenges arising from sensory processing disorders, and others will not. And many of the markers of ADHD and sensory processing challenges are similar. This is why it's important that the school liaise with the student’s family and health professionals to gain insight.

Let’s consider this example. A person with ADHD displays hyperactive and impulsive behaviour. The student struggles to stay seated; they get up during class and move around the room even when repeatedly told not to. If the behaviour stems from their ADHD, then the school could employ behavioural management strategies, giving the student the skills to understand when it isn’t appropriate for them to leave their seat. 

But if the cause of their behaviour is down to sensory stimuli, then the student may be struggling to cope with the slight buzzing of a lightbulb overhead, which to them feels overwhelmingly distracting and intolerable. By standing up and walking around, they are seeking to escape the negative sensory input and may also be finding regulating comfort in the sensation of moving around. In this scenario, managing sensory triggers by making an adjustment to the lighting, moving the student to a different seat and scheduling regulating movement breaks for the whole class will be more effective than explanations about classroom protocol. 

ADHD and Sensory Discrimination

Students with ADHD may also struggle with sensory discrimination. Sensory discrimination refers to the ability to distinguish the qualities of sensory input received by the brain and attribute meaning to them. For example, when you move, your brain is getting movement (vestibular senses) information but it may not be able to tell if you are moving fast, slow, if you are upside down or standing up. Our brains will then seek out more sensory information in an attempt to “make sense” of the information it is receiving. In these cases, we need to feed the sensory system by offering more movement rather than using traditional calming interventions. This can sometimes feel counterintuitive to give a student even more movement to help stop them from moving, but with ADHD, this is sometimes the case. 

An important and often not understood point is students with ADHD have difficulties with inhibition of movement. This means that they struggle with the neurological process of getting their body to stop moving. This is why students with ADHD can be very impulsive with their movements. We need to understand that the students are not in control of this. 

What Does the Research Say?

• In a school-age sample, 48% of those with elevated ADHD symptoms had elevated sensory over-responsivity symptoms.
• A separate study of 67 school-age children found strong correlations between sensory-motor functioning and academic achievement, and sensory-motor functioning and cognitive processing. 
• The authors recommended that further study is needed into the contribution of sensory-motor skills to academic performance in children with ADHD.

How Can Schools Better Support the Sensory Needs of ADHD Students?

Observe Carefully and Ask the Right Questions: Since students may not always understand or express why they behave a certain way, it's crucial for school staff to pay close attention to their actions and ask thoughtful questions to understand their needs better.

Acknowledge Underlying Causes: It's crucial to recognise that unhelpful behaviours may stem from underlying ADHD or sensory processing differences rather than intentional disobedience or defiance.

Learn to Recognise Sensory Profiles: Understanding a student's sensory processing profile is not just about making them comfortable—it's a strategic approach to fostering an educational environment where every student has the opportunity to succeed.

Consider the Motor and Postural Skills of the Student with ADHD: Students with ADHD will often have difficulties with planning their motor skills, postural control and fine motor skills - all impacting on their ability to access learning. 

Liaise with Families and Professionals: Collaborating with parents, special education professionals, occupational therapy teams,and other support staff can also provide valuable insights and resources for effectively meeting the diverse needs of students with ADHD and sensory processing differences. 

Learn to Understand and Support Sensory Needs

The Sensory Inclusive Schools service can train school staff and offer ongoing support in better understanding their students' unique sensory profiles. Far more than an online training package, Sensory Inclusive Schools gives you access to HCPC therapists who are available for live video consultations and an online forum to discuss questions and situations related to sensory integration and occupational therapies.