There is a lot of overlap between the experiences and behaviours associated with Attention Deficit Hyperactivity Disorder (ADHD) and sensory processing differences (sometimes referred to as sensory processing disorder or SPD). ADHD is a neurodevelopmental disorder that affects both children and adults, often presenting with symptoms like impulsivity, inattention, and hyperactivity. Even though 40% of children with ADHD also have symptoms of sensory processing differences, the underlying causes and management strategies can differ significantly.

As these conditions frequently co-occur, effective support for students with ADHD should include consideration of sensory factors that may influence behaviour and wellbeing. Recognising how a student experiences sensory input allows schools to tailor strategies that meet both sensory and ADHD-related needs.

Similar Behaviour, Different Causes

So, some students with ADHD and symptoms of ADHD will also have challenges arising from sensory processing differences, and others will not. And many of the markers of ADHD and sensory processing differences look similar, such as being easily distracted. This is why the school must liaise with the student’s family and health professionals to gain insight.

Let’s consider this example. An individual 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 work on 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 or environmental factors, then the student may be struggling to cope with the slight buzzing of a lightbulb overhead, which to them feels overwhelmingly distracting and intolerable, meaning the student will struggle to pay attention. 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 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 that students with ADHD have difficulties with the inhibition of movement (feeling restless). 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 or be able to articulate their mental health, 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 behaviours, including impulsivity symptoms, 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 preferences 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 needs. 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.

FAQ

  • How Does Sensory Processing Affect Children With ADHD in School?

    Sensory processing differences can make the school environment feel exhausting or overwhelming for some children with ADHD. Busy classrooms, loud noises, long periods of sitting still, and frequent transitions can increase stress and make it harder to focus or regulate emotions. Children may appear inattentive, restless, anxious, or dysregulated when their sensory needs are not being met. This can sometimes lead to frustration, reduced confidence, school avoidance, or difficulties participating fully in learning. Sensory inclusive strategies can help children feel more comfortable and supported within the classroom environment. Small adjustments can make a significant difference to wellbeing, engagement, and learning outcomes.

  • Is ADHD a Sensory Disorder?

    ADHD is not classified as a sensory disorder, but sensory processing differences are common in children and young people with ADHD. Many children experience sensory processing differences, including sensory seeking behaviours, alongside difficulties with attention, impulsivity, and regulation. Every child is different, and sensory experiences can vary widely. Understanding both ADHD and sensory processing can help schools and families create more supportive environments that meet children’s individual needs. A compassionate, sensory-inclusive approach helps children feel understood, included, and able to thrive in school and everyday life.

  • Can You Have ADHD and Sensory Processing Disorder?

    In the UK, we do not use the term 'Sensory Processing Disorder' (SPD); instead, we use 'sensory processing differences'. A child can have both ADHD and sensory processing differences. Many children with ADHD also experience sensory processing differences that affect how they respond to sounds, movement, touch, light, or other sensory input throughout the day. Children with both ADHD and sensory processing differences may find busy environments overwhelming, struggle to regulate emotions, seek constant movement, or become easily distracted by sensory information around them. These experiences can affect learning, participation, friendships, and overall wellbeing in school. Although ADHD and sensory processing differences are separate differences, they can overlap in the way they affect attention, regulation, behaviour, and everyday functioning. Understanding both can help adults respond with greater compassion and provide support that meets the child’s individual sensory and emotional needs. A sensory inclusive approach can help children feel calmer, safer, and more able to engage successfully in school life.

References

Ahn, R. R., Miller, L. J., Milberger, S., & McIntosh, D. N. (2004). Prevalence of Parents’ Perceptions of Sensory Processing Disorders Among Kindergarten Children. American Journal of Occupational Therapy, 58(3), 287–293. https://doi.org/10.5014/ajot.58.3.287

‌Ben-Sasson, A., Soto, T. W., Heberle, A. E., Carter, A. S., & Briggs-Gowan, M. J. (2014). Early and Concurrent Features of ADHD and Sensory Over-Responsivity Symptom Clusters. Journal of Attention Disorders, 21(10), 835–845. https://doi.org/10.1177/1087054714543495

Davis, A. S., Pass, L. A., Finch, W. H., Dean, R. S., & Woodcock, R. W. (2009). The Canonical Relationship Between Sensory-Motor Functioning and Cognitive Processing in Children with Attention-Deficit/Hyperactivity Disorder. Archives of Clinical Neuropsychology, 24(3), 273–286. https://doi.org/10.1093/arclin/acp032

‌Yochman, A., Alon-Beery, O., Sribman, A., & Parush, S. (2013). Differential diagnosis of sensory modulation disorder (SMD) and attention deficit hyperactivity disorder (ADHD): participation, sensation, and attention. Frontiers in Human Neuroscience, 7. https://doi.org/10.3389/fnhum.2013.00862

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