Sensory Inclusive Schools

Do you recognise any of these behaviours in your students? Perhaps you have a student who struggles to stay alert in class, takes longer to respond to instructions, or appears unaware of changes in temperature or pain. Or maybe you’ve noticed a student who covers their ears when a teacher speaks at a normal volume, avoids certain textures, or finds transitions between activities extremely difficult. 

These behaviours may be signs of sensory modulation differences, where a student’s nervous system processes sensory input in ways that can significantly impact their ability to engage and participate in school life.

What Are Sensory Modulation Differences?

Sensory modulation refers to the brain's ability to ‘turn up’ or ‘turn down’ the level of sensory input it receives. It allows us to filter out background noise, adapt to changes in the environment, and focus on tasks. 

Individuals who have differences in modulating sensory input find they experience sensations at a greater or lesser amplitude than most people. When a student has sensory modulation differences, their nervous system may perceive sensory input as either overwhelming (over-responsivity) or insufficient (under-responsivity), leading to challenges in behaviour, attention, and participation. Responsivity refers to the speed and intensity of an individual’s response to sensory input.

Over-Responsive Students

• Avoidance of Certain Environments or Rooms in the School Setting: Students may actively avoid or express discomfort in environments with bright lights, loud noises, strong smells, or other strong sensory stimuli. 

• Extreme Reactions to “Mild” Sensory Input: Students may respond strongly to seemingly mild sensory experiences. For example, they may cover their ears when a teacher speaks at a normal level or be very upset wearing normal clothing. 

• Difficulty with Transitions: Students may struggle walking between different locations in the school or when changing between learning activities because they can not manage the change in sensory demand. 

• Limited Food Choices: Students may not like the taste, texture or smell of food and have a limited diet. 

• Discomfort with Touch: Students may not want to sit near other students out of fear of being touched. They may not like wearing school uniforms or touching school supplies (paint, pens, chalk). They may avoid busy environments such as the playground because they fear being unexpectedly touched. 

• Hyperawareness of Surroundings: Students may be very aware of their surroundings, noticing details that others might not be aware of. This can sometimes lead to distraction or anxiety about certain environments or classrooms. 

• Difficulty Focusing: If students have difficulty filtering out the important from the unimportant sensory input, they will struggle with attending to and focusing on learning tasks. 

• Easily Overwhelmed: Students can feel easily overwhelmed by their environment, which can lead to stress, anxiety and even withdrawal from environments and social situations. 

• Rigidity in Routine: Establishing and sticking to routines can be a way for students to manage their sensory sensitivities because they have the chance to plan and prepare. Unexpected changes in routines can then lead to them not being able to cope. 

Under-Responsive Students

• Difficulty Staying Alert: Under-responsive students may struggle to stay alert in class and maintain attention throughout an activity. 

• Limited Awareness of Surroundings: Students may not be as aware of their surroundings as their peers. They may not respond to changes in their environments or to social cues. 

• Delayed Responses to Instructions: Under-responsive students may take longer to respond to instructions or social cues.

 

• Difficulties in Noticing Changes in Temperature or Pain: Students may have difficulty noticing if they have hurt themselves or their temperature has changed. 

• Resistance to New Food: Students may not be interested in food as they do not smell or taste as strongly; therefore, it is not interesting. They may want to add additional taste to food, such as sugar, salt or ketchup, or only eat very strong flavours (sour or spicy). 

How Schools Can Help

Recognising sensory modulation differences is the first step in supporting students effectively. Without understanding the underlying sensory challenges, behaviours may be misinterpreted as defiance, inattention, or disinterest. Instead, by learning how to identify and accommodate sensory needs, school staff can create a more inclusive and supportive learning environment.

The Sensory Inclusive Schools package provides training and resources for school staff, equipping them with the knowledge and strategies to support students with sensory processing differences. This package offers:

• Expert-led training on sensory processing differences
  
  
• Practical strategies for classroom accommodations
  
  
• Guidance on implementing sensory-inclusive environments
  
  
• Access to support from qualified sensory integration therapists
  
  

By becoming a Sensory Inclusive School, you can ensure that all students, regardless of their sensory processing differences, have the opportunity to thrive in their learning environment.

Ready to learn more? Sign up for the Sensory Inclusive Schools package today and take the first step toward creating a more inclusive, supportive school community for every student.