Sensory Inclusive Schools

One of the strongest messages from this week's Sensory Inclusion Facilitator virtual drop-in session was that meaningful support does not always begin with big interventions.

For some people, especially those with more complex needs, the first step is not asking for more, doing more, or expecting quick progress. It is slowing down enough to notice what has not yet felt safe, secure, or established. That may mean returning to the earliest sensory and motor foundations: time on the floor, simple movement, lying, rolling, crawling patterns, or simply being near sensory opportunities without any pressure to use them. These are not childish activities. They are foundations that can help a person feel safer in their body, more organised in space, and more ready to engage in everyday life.

For people who may be in shutdown or finding it hard to engage, our role is to place regulation opportunities into the environment without expectation or pressure. We set things up so support is simply there. This might mean leaving sensory and movement options visible, ready, and easy to access: a gym ball in the corner of a room, a stretch band nearby, something to squeeze within reach, a comfortable floor space, a quiet chair by a window, a blanket, or a calm area already prepared. We model, we offer, and then we wait. We leave the opportunity in the environment so the person can approach it in their own time.

Too often, when a person does not engage straight away, the opportunity is removed. But not engaging immediately does not mean the support is not needed. It often means the person is still watching, assessing, or working out whether the space, the people around them, and the experience feel safe enough. If we remove the opportunity too soon, we may remove it just before they are ready to use it.

What stood out this week is that people do not always need others to do more. Often, they need others to notice more, apply less pressure, and create environments that are ready for them. Progress may be slow at first, and it may not look like progress in the way systems often expect. But when we honour the early foundations, respond to the small signs, and keep supportive options available without fuss or judgement, we create the conditions for trust, regulation, and participation to grow.

For health and social care staff

For education staff