Sensory Inclusive Schools

As school staff, it’s incredibly useful to understand the many ways that sensory processing can influence classroom behaviours. One area that is often overlooked but plays a crucial role in a child’s ability to engage with their environment is vestibular sensory processing. 

What is the Vestibular System?

The vestibular system, located in the inner ear, helps the brain understand where the head is in relation to gravity and movement. It's responsible for balance, coordination, and spatial orientation. Importantly, vestibular processing also supports many skills that are vital for learning and participating in the classroom.

What Is Vestibular Sensory Processing?

The vestibular system primarily processes information about movement and balance. It tells the brain how fast the head is moving, in which direction, and where it is in space. This information allows us to move our bodies safely and stay upright. However, the vestibular system does much more than control our sense of balance. It is intricately connected to many other skills related to motor coordination, attention, and even eye movement control, all of which are critical in the classroom.

Signs of Vestibular Processing Differences in the Classroom

For some students, the brain either doesn’t process vestibular information accurately or requires additional input to feel balanced and secure. These students may display certain behaviours that can easily be misinterpreted as fidgeting or inattentiveness but are, in fact, related to their vestibular system trying to make sense of their environment.

Vestibular-Seeking Behaviours

Students who aren’t receiving enough vestibular input often seek additional movement to help their brains process spatial information. These learners may:

• Move around constantly. You might notice they are always on the go—walking around the room, fidgeting, or rocking in their chairs.
• Engage in “danger play.” These are the students who take excessive physical risks—climbing on furniture, tipping their chairs back, or even doing things like jumping from unsafe heights. You may see them acting like "Spiderman," climbing and jumping with seemingly no fear of the consequences.
• Spin, tip, or hang upside down. These movements help their brains gather more vestibular information. They may be seen spinning in circles or rocking back and forth repeatedly.
• Tip their chairs back on two or one leg. This is a classic sign that the child is trying to gain vestibular input by altering their head position, especially if they also close their eyes or tip their head back while doing so.

Let’s take the example of the student repeatedly rocking their chair back. If this movement is due to their need for greater input into their vestibular system, instructing the child to simply stop may stop the behaviour, but it won’t stop their sensory need. Now, you have a student who is sitting correctly on the chair but whose focus is concentrated on ‘keeping still’ and not on your lesson. In this situation, staff who are aware of students’ unique sensory profiles may offer alternative, safe movement that would meet the student’s vestibular needs and allow them to engage in the learning activity.

Vestibular Avoidant Behaviours

The vestibular system is closely linked to the part of the brain that helps trigger the fight, flight and freeze survival response. Some students may have a heightened response to vestibular input, easily triggering their brain’s fight, flight or freeze response. For these students, even small amounts of movement can feel overwhelming or unsafe. Signs include:

• Avoiding movement. These students may shy away from playground games that involve running or jumping, preferring to stay seated or still.
• Clingy or anxious behaviour. When they are asked to move or engage in physical activities, these students may become distressed, seeking reassurance or becoming clingy.
• Fight responses. You may notice some children becoming easily agitated, frustrated, or physically aggressive when asked to participate in activities that involve movement, as their brain interprets these situations as threats.

The Impact on Learning and Engagement

Students with vestibular processing difficulties often find it challenging to sit still and focus. Their brain is either seeking more movement or trying to avoid it, making it difficult for them to concentrate on tasks. You might observe common vestibular issues like:

• Difficulty maintaining posture. Some students may struggle to sit upright, particularly on chairs with less support, like stools or benches. This can be a sign of poor postural-ocular skills—motor skills that depend on vestibular input to help control the body's posture and eye movements.
• Slow or delayed movements. These students might take longer to transition between positions, such as moving from sitting to standing.
• Challenges with eye movements. If it’s hard for them to control the smooth movement of their eyes, they might struggle with activities like reading, where they need to look from the whiteboard to their work or track text across a page.

The Importance of Recognising Vestibular Behaviours Early

Understanding that certain behaviours may be linked to vestibular sensory processing can help school staff reframe their approach to student support. Rather than viewing these behaviours as disruptive or inattentive, recognising them as sensory-related allows for greater empathy and consideration. Early identification can also help staff refer students for further assessment, ensuring they receive appropriate support.

A Sensory Inclusive Schools support and training package can help your school to better understand, recognise and support students with sensory processing differences. Our online courses open your eyes to the importance of understanding how students’ unique sensory profiles impact their learning, participation and behaviour. Our Advanced Practitioners are available, via our forum and live online drop-in sessions, to answer your questions and help you adapt your new knowledge and tools to your specific students and environment. 

In conclusion, if you observe students constantly on the move, engaging in risky play, or avoiding movement altogether, consider whether their behaviours might be linked to vestibular processing. Recognising these signs is the first step in supporting their sensory needs and helping them feel more comfortable and engaged in the classroom. You can learn how to recognise and support students with vestibular processing differences with Sensory Inclusive Schools.