Sensory Inclusive Schools

In this week's Sensory Inclusive Schools Network drop-in session, one topic we explored was the link between communication and sensory regulation, and why this is often a missing piece when we are trying to support students effectively.

A key theme was that many students (and adults) are not yet able to communicate their sensory needs in a clear or consistent way. This may be because they do not have the appropriate communication method to describe what they are experiencing, or because they have not been supported to recognise what helps their body feel safe and organised again.

We discussed how, when communication is limited, sensory distress can often be expressed through behaviour. This might include avoidance, escalation, withdrawal, shutdown, or reduced participation. The behaviour is often the person’s most accessible form of communication in that moment.

We also spoke about an important second layer: even when a student can communicate what they need, their communication is not always listened to or acted upon. We shared examples of students asking for movement, a break, reduced noise, or a change of task demand, and these needs not being met due to routines, staffing pressures, or environmental constraints.

As a group, we reflected on the impact this can have over time. When a student communicates their needs and the adults around them cannot respond, the student may learn that communication does not lead to change. This can reduce confidence and trust, and can contribute to students moving away from communication and towards distress responses instead.

We also reminded ourselves that communication does not need to be verbal. Communication may show up through symbols, gestures, choice boards, signs, AAC, posture or behaviour. Our role is to notice the communication, respond to it, and support the student to develop a reliable way to express what they need so that regulation can return.

Call to action

Reflect on the people you support. Do they have a supported way to recognise and communicate what they need across the Person, Environment and Occupation? This means moving beyond emotional labels into specific requests such as:
“I need movement”, “I need quiet”, “I need a change of pace”, “I need a different way to do this”, or “I need to step away and reset.”

This is not only essential for day-to-day participation, but it is also the foundation for long-term self-advocacy, helping young people build the confidence and understanding they will need to express their needs across settings as they grow.

All the best

Beth

Reflections from the SIS Network is a series sharing insights and learning from the weekly term-time drop-in sessions for Sensory Inclusive Schools Network members, capturing the questions, reflections, and practice shifts that promote sensory inclusion in schools.

Beth Smithson is a Paediatric Occupational Therapist and Advanced Practitioner in Sensory Integration. She leads the Sensory Inclusive Schools service and hosts the SIS Network drop-in sessions during term-time. Join us!