Sensory Inclusive Schools

Dress-up days, bake sales, fun runs and charity events bring colour and community spirit to the school year. They’re often the days pupils remember most. But for some children, these events can also be challenging. Bright lights, loud music, unpredictable routines and uncomfortable clothes can make it hard to join in the fun.

By planning with students’ sensory preferences or needs in mind, schools can make sure that every learner feels comfortable, safe and included when it’s time to celebrate.

Why Celebration Days Can Be Difficult for Some Pupils

Special days often look and feel very different from the usual school routine. That’s what makes them exciting, but it can also make them unpredictable for children who rely on consistency or who experience differences in the way they process sensory information.

Some of the most common challenges include:

• Changes in routine: Lessons might be replaced by special activities, or the classroom layout may change.
  
  
• Sensory overload: Music, cheering, decorations and crowds can all feel too much.
  
  
• Clothing discomfort: Fancy dress or face paint can be itchy or distracting.
  
  
• Social pressure: Some pupils find the high-energy atmosphere difficult and worry about standing out.
  
  
• Physical challenges: Sponsored events like fun runs or sports events can be tricky for learners who find movement planning or coordination harder, especially when the activity is fast-paced or competitive.
  
  

When we think about these factors in advance, we can plan events that are exciting and enjoyable for everyone.

Planning for Inclusion – Small Changes, Big Impact

Making charity and celebration days inclusive doesn’t mean removing the excitement. It’s about giving pupils choice, predictability and reassurance so everyone can take part in a way that works for them.

Here are some ideas that can make a real difference.

1. Prepare Pupils in Advance

• Share information early and often about what will happen, what pupils should wear and what parts of the day will stay the same.
  
  
• Use visual timetables or photos to help pupils picture what the day will look like.
  
  
• Show examples of spaces or activities if they’ll be different from usual, such as the hall decorated for a fundraiser.
  
  
• Offer flexible options like “You can help set up or join in later” so pupils feel they have control over their day.
  
  

2. Create Comfortable Alternatives

• Offer dress-up flexibility. Pupils could wear themed colours, badges or accessories instead of full costumes if they prefer to do so
  
  
• Provide a quiet or low-sensory space where pupils can take a short break.
  
  
• Keep some predictable parts of the day the same, such as reading time or lunch routines.
  
  
• Use inclusive language to reassure pupils and families that joining in looks different for everyone.
  
  

3. Adjust the Environment

• If music is part of the celebration, play it for short periods rather than having it on all day.
  
  
• Keep decorations to certain areas instead of covering every wall and corridor.
  
  
• Think about lighting and noise. Natural light and soft furnishings can make the environment calmer.
  
  
• During assemblies or performances, offer a quieter seating area or allow pupils to sit near the exit if they might need a break.
  
  

4. Make Sponsored and Physical Events Inclusive

Sponsored fun runs, sports events and physical challenges are fantastic for building team spirit and raising money, but they can also highlight motor and sensory differences if not designed with inclusion in mind.

To make these activities accessible for all:

• Offer alternative routes or ways to complete the challenge, such as walking, dancing or moving between stations.
  
  
• Celebrate effort and teamwork rather than competition or speed.
  
  
• Use visual instructions or demonstrations to support pupils who find it harder to plan or sequence movements.
  
  
• Keep groups smaller or stagger start times to reduce crowding and noise.
  
  
• Give students the option to take on other roles, like timing, cheering or helping with equipment, if active participation feels difficult.
  
  

These small adjustments help every child experience success and belonging.

5. Communicate with Families

Parents and carers often know what helps their child cope with excitement or sensory change. Open communication is key.

• Send home clear information about the event in plenty of time.
  
  
• Explain the options available for pupils who may need adjustments.
  
  
• Invite families to share strategies or supports that work well for their child.
  
  
• Reassure them that participation is flexible and that opting out of some parts is absolutely fine.
  
  

Building a Culture of Inclusion

Making charity and celebration days sensory inclusive is about more than one-off events. It’s part of creating a school culture where every learner’s sensory needs are recognised and respected.

When sensory awareness is part of everyday classroom practice, it naturally extends to special days. Pupils feel safer, staff feel more confident, and the whole community can enjoy the celebration together.

The Sensory Inclusive Schools (SIS) approach supports this through our affordable training and support packages that help schools embed sensory inclusion into daily teaching and school life. With those foundations in place, celebration days become joyful occasions that truly include everyone.

Final Thought

Inclusion doesn’t mean making things quieter or less exciting. It means designing experiences where everyone can take part in their own way, whether that’s running in the fun run, helping with decorations or joining in from the sidelines.

When we make celebrations sensory inclusive, we make them truly inclusive – for every learner.