Sensory Inclusive Schools

The beginning of a new school year is a period of transition. Students move into new classrooms, meet new teachers, and adapt to unfamiliar routines. While this change can be exciting, it may also trigger anxiety — especially for students with sensory processing differences. 

For these learners, entering an unpredictable environment can feel like stepping into the unknown.

We know that predictability is central to sensory regulation. When students are unsure what’s coming next, their bodies can stay on high alert. This makes it harder to access the “calm and focused” state needed for learning. Before students can regulate, they must first feel safe.

Prioritising Safe Relationships

At the heart of safety are the relationships students form with the adults who support them and the peers alongside them. 

A student who trusts the people around them is more likely to feel secure in the environment itself. Early investment in these relationships is vital – a few minutes spent building trust now can save hours of challenge later.

Communicating Predictability

Clear and consistent communication reassures students. Work with them to find simple ways to show what’s happening and when.

Visual timetables, clear routines, and shared signals for change can all help. Importantly, these tools work best when they’re co-created with students, so they meet real needs instead of being imposed.

Co-Producing Safe Environments

Safety is not only about physical space but also about the sense of ownership and control students feel within it. 

Co-produce safe environments by listening to student voices: 

• Where do they feel comfortable?
• What supports help them?
• What elements increase stress? 

Creating spaces for retreat and recovery – where students can pause before rejoining the group – can make a big difference.

Practical Strategies for Educators

• Create a welcoming routine: Greet students by name at the door, using a consistent signal that the day is starting.
• Use visual supports: Provide daily timetables and highlight any changes in advance. Involve students in making or updating them.
• Check in regularly: Use simple body maps, thumbs up/down, or short emotional check-ins to help students communicate how they are feeling.
• Build peer support: Pair students for activities to encourage safe, supportive connections.
• Offer choice and control: Small options, such as choosing where to sit or which activity to start with, can reduce anxiety and build confidence.
• Provide regulation spaces: Ensure students know where they can go for a short break, and that these spaces are respected and available when needed.

Final Thoughts

At the start of the school year, invest time in building safe environments and safe relationships. This isn’t an “extra” on top of the curriculum — it’s the foundation that makes learning possible.

When students feel safe and know what to expect, they’re better able to regulate, join in, and thrive.