Sensory Inclusive Schools

You will already be familiar with the importance of incorporating movement into school lessons. There is a wealth of research showing the huge benefits of physical activity on students’ cognitive, emotional, and social development. But did you know how critical being allowed to move is for students who struggle to focus and self-regulate their moods because of sensory processing differences?

When Fidgeting Means Focusing

There are myriad reasons why students may occasionally be more restless than usual, but if a child is regularly fidgeting, getting out of their seat, looking for reasons to go for a wander, twisting around in their seat, or dropping their pen, you may want to consider whether their sensory system is craving movement.

Some students find the sensory input they experience from moving calming, enabling them to focus their attention - even if their fidgety behaviour may look like they are doing the opposite of paying attention. Being told to sit still to improve their focus and concentration will have the opposite effect.

No amount of reminding such students to sit still or imposing negative consequences (particularly missing break time) will change this fact about their sensory system: they need to move to focus. If instructed to remain still, they need to direct their attention to ‘sitting still’, leaving less energy and cognitive capacity for focusing on the lesson. You can learn more about sensory processing and how it underlies behaviour in this free downloadable guide.

The Power of Movement in the Classroom

Cognitive science has long known that physical activity and brain function are linked. Movement releases neurochemicals such as endorphins and dopamine, which improve mood and sense of well-being. These chemicals also help the brain focus and retain information. Physical activity increases blood flow to the brain, which means more oxygen and nutrients to the brain, which can improve memory, attention, and problem-solving skills.

Emotional intelligence, which involves recognising and regulating emotions, is also enhanced by physical activity and contributes to better focus and self-regulation.

All students will benefit from regular opportunities to move, but for students with sensory processing differences, being allowed to move when they need to can be transformative in the classroom.

What Parents Say: He Needs to Move to Focus

‘“I just don’t know what to do with him.” This is what my son’s Year 4 teacher said to me on parents’ evening after obviously becoming frustrated with his constant fidgeting, dropping his pen and getting out of his seat to wander around. So I went home, googled some suggestions and printed them out for her and explained that he’s not being naughty, he just needs to move. But I wasn’t impressed that she didn’t find out this information for herself. Surely my son isn’t the only pupil she’s experienced like this.”

This story was shared with us recently. With as many as one in six children experiencing sensory processing differences that impact their school experience, teachers and support staff will certainly encounter students whose sensory profile may sometimes lead to confusing or unhelpful behaviour in the classroom.

Another parent shared:

‘His high school Geography teacher laughed, saying that my son constantly rocked his chair back on two legs. He even slumped back and did an impression of him. I said that moving helped him focus and then the guy sat up and looked mortified. I don’t think it had even occurred to him that there was a real reason behind the rocking. This kind of information should be included in teacher training.’

Sensory Inclusive Schools wants to help upskill and educate all staff to be confident in recognising when behaviour may be caused by an unmet sensory need. Our training courses for teachings and SEN staff, in addition to our direct online support from Advanced Sensory Integration Practitioners, ensure your staff are never placed in such uncomfortable situations with parents.

Benefits of Movement for Self-Regulation and Focus

Self-regulation is the ability to manage your emotions, behaviours and thoughts. It’s a key skill for academic success and overall well-being. Being able to self-regulate is a prerequisite for being able to focus in the classroom. Moving in school lessons can help develop self-regulation skills in the following ways:

1. Reducing Stress and Anxiety: Physical activities like stretching, yoga, or even short breaks for movement can reduce cortisol (the stress hormone). Lower stress levels mean students can focus better and approach tasks with a calmer, more composed mind.
2. Improving Mood and Emotional Resilience: Regular movement can improve mood and emotional stability. When students are in a good emotional state, they can handle academic challenges better and are less likely to display disruptive behaviour.
3. Increasing Attention and Focus: Short bursts of physical activity can re-energise students and break up sitting for long periods. These breaks can lead to better attention and focus during instructional time, making learning more efficient and enjoyable.
4. Developing Executive Function: Activities that require coordination, balance and rhythm can improve executive function skills like planning, organisation and execution of tasks. These skills are key for self-regulation and academic success.

How to Increase Movement in the Classroom

Movement in the classroom doesn’t require a complete overhaul of the curriculum. Here are some simple ways to get started:

1. Brain Breaks: Short, structured breaks that involve physical activity can refresh students’ minds. Activities can be jumping jacks, stretching or a quick dance session.
2. Active Learning Techniques: Incorporate activities that require students to move around the classroom, such as gallery walks, where students can walk around to view different displays of work or information.
3. Flexible Seating: Students should be able to use wobble cushions, stability balls, standing desks, or movement-friendly seating to stay engaged and focused.
4. Moving in Lessons: Teachers can design lessons that naturally involve movement. For example, maths lessons can include physical activities where students solve problems at different stations around the room.
5. Outdoor Learning: Whenever possible, take lessons outside. Nature walks, outdoor experiments or physical education integrated with academic content can be very effective.
6. Enable Discreet Movement: For students who need to move to focus, agree on discreet ways they can get this input without distracting others. This can be subtle and silent fidget toys (or fidget pens for older students who don’t want to draw attention to their fidget). It can include an agreed signal from the student to classroom staff that the student needs to move. The staff member can ask the student to run an errand or collect some items from the back of the classroom to enable a discreet movement break.

Developing teaching skills to include movement-based activities can benefit all students, especially those with sensory processing differences.

Take Action to Support Students

Understanding the sensory reasons behind behaviours is not just about managing challenging situations; it’s about empowering students to learn and thrive. This knowledge can help teachers, TAs, SENCos, and other support staff make small adjustments to rules, schedules, and the classroom environment, which will remove barriers to school attainment and enjoyment.

Your school staff can learn to understand and support students’ unique sensory profiles with a highly affordable Sensory Inclusive Schools package of training and support. All our therapists have advanced postgraduate university-accredited qualifications in sensory integration and processing and are on hand via video calls and online forums to help you adapt your learning to your specific students and environments.