Sensory Inclusive Schools

Hello

I’m Beth Smithson, Paediatric Occupational Therapist and Advanced Sensory Integration Practitioner. This month, I’ve been reflecting on how often we focus on what students do, rather than what they are experiencing internally, particularly when it comes to interoception.

If you’d like to explore this vital sensory system further, you’ll find details of the upcoming Introduction to Interoception workshop below.

Sensory Processing and Wellness: Success Is More Than External Goals

Often, when we support a young person in school, we focus on helping them achieve external goals, such as sitting for longer, completing work, managing transitions, or coping in busy environments. These outcomes matter, but they are not always where meaningful support begins. Read on…

Reflections from the SIS Network

I host our term-time peer support sessions for the Sensory Inclusive Schools Network. After each session, I write a short reflection because the discussions are thoughtful, honest, and often transformative.

Here are some of the themes that have resonated recently. You may recognise your own current challenges in one of them. (Click on the headings to go to the full text.)

Meaningful Support Does Not Always Begin with Big Interventions

“People do not always need others to do more. Often, they need others to notice more, reduce pressure, and create environments that are ready for them. Progress may be slow and may not look how systems expect, but when we respond to early signs and keep support available without judgement, we create the conditions for trust and participation to grow.”

Support doesn’t have to be loud to be powerful. Small, relational shifts in the environment can have a lasting impact.

Skills Happen in Context

“When a skill does not transfer from one environment to another, it is often misunderstood as refusal or inconsistency. Yet what we are often seeing is the impact of sensory processing, regulation, familiarity, and context. A student may know exactly what to do, but still be unable to access that skill in a different situation.”

This shift in perspective can change how we interpret and respond to students’ needs.

Transitioning From a Sensory Joy Activity

“A student who loves water play often shows resistance when it is time to stop. The challenge is that this activity is not always possible within the classroom context. The question becomes: is it okay to say no?”

Clear communication and trust between students and staff are key to supporting regulation and comfort.

Upcoming Events

Listening, Reflecting and Responding: Ayres Sensory Integration in Schools - Consultation Response

9.00–11.00am, 15 April 2026 | Free

A discussion session for therapists working in school settings to reflect on proposed SEND changes and contribute to a shared consultation response.

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Introduction to Interoception

9.00–11.00am, 22 April 2026 | £69

This workshop explores interoception, the internal sensory system that helps us recognise and respond to body signals such as hunger, thirst, pain, and emotional states, and its role in self-regulation and learning. You’ll gain practical insights into how interoceptive differences impact behaviour, along with strategies to better support students’ underlying sensory needs.

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Sensory-Informed Yoga for Schools

9.30am–3.00pm, 11 May 2026 | £120

A practical training day introducing sensory-informed yoga, showing how movement, breathwork, and mindfulness can support student regulation, attention, and wellbeing. You’ll learn adaptable, classroom-ready strategies to help students regulate, improve focus, and engage more effectively in learning.

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If these reflections resonate with your current challenges in school, the Sensory Inclusive Schools Network offers both practical training and ongoing support to help you take action. Through peer sessions, expert guidance, and structured learning, it’s designed to help you build confidence and create meaningful change in your setting.

Find out more about the Sensory Inclusive Schools Network here.

Best wishes

Beth Smithson
Lead for Sensory Inclusive Schools

PS: If you’re on LinkedIn, I share practical ideas and reflections on making schools more sensory inclusive. You’d be very welcome to follow along and connect with me there.