Working With The Nervous System In School: Sensory Needs & Anxiety

What is sensory processing?

Sensory processing is how our brain receives, interprets, and responds to sensory information from the world around us. For many, this process happens naturally, but for neurodivergent children, sensory processing can work differently. They may be more sensitive to certain sensations, which can make it harder for them to focus and take part in daily activities.

What are sensory difficulties?

When our brain processes sensory information appropriately, it helps us respond to relevant stimuli while filtering out irrelevant ones. For example, during a school lesson, we focus on the teacher’s voice and the board, but might ignore distractions like the chair’s texture, the ticking clock, or the smell of lunch. For children with sensory difficulties, filtering out irrelevant stimuli is more difficult, which can impact their ability to concentrate and participate.

Understanding sensory preferences

Children, just like adults, have differing sensory preferences. For example, while some might love feeling of sand in their toes, others might hate it. While some might love the thrill-seeking sense of rollercoasters, others might feel nauseous. Here are the three key sensory preferences:

Sensory seeking

Behaviours like spinning, chewing, climbing, or being overly touchy-feely with others, often seeking high-intensity experiences to satisfy sensory needs.

Over-responding

Being overly sensitive to noise, touch, or movement, which can lead to feelings of distress, difficulty calming down, and trouble concentrating.

Sensory avoidance

Avoiding certain stimuli like messy play, loud noises, or crowded spaces.

What is Person-Environment-Occupation (PEO)?

The PEO model highlights the importance of matching a child’s sensory preferences and needs with an environment and tasks that are accommodating. When a child's sensory needs and anxiety are not adequately addressed in the classroom, they may struggle to perform academic tasks, leading to frustration and further anxiety.

• Person: Sensory needs and anxiety.
• Environment: The environment, noise levels, and social interactions.
• Occupation: The classroom tasks and activities.

The PEO model is valuable for understanding how a child’s sensory processing needs and anxiety are influenced by their interactions with the classroom environment and tasks. A child is more likely to thrive when there is a good fit between their sensory processing profile, the demands of the classroom environment, and the tasks they are asked to complete.

Sensory strategies

• Movement breaks, such as lifting or carrying heavy objects, handing out books, or using fidget toys.
• Access to playground and climbing equipment.
• Deep pressure techniques, which can calm children by lowering blood pressure, reducing heart rate, and helping with relaxation. Some children may find deep pressure touch soothing, even if they react negatively to light touch.

Focusing on anxiety and the impact of trauma

Anxiety is more common in autistic children than neurotypical children, and many autistic children have experienced other mental health conditions. Trauma affects 18.91% of autistic children, far higher than the national average of 3%. Common mental health impacts include anxiety (26.89%), low self-esteem (22.27%), and trauma (18.91%). Signs of complex trauma may include burnout, anxiety, dysregulation, and sleep issues.

How can we help?

To support a young person effectively, we take an individualised approach. This involves recognising early signs of difficulty, lowering demands, and having a key person who understands neurodivergence. We also ensure there are scheduled breaks, movement opportunities, and regulation time.

Some areas of the curriculum, such as food preparation or assemblies, may be more exhausting for sensory-sensitive children and require careful management. Break times and lunch periods can also be challenging, and children may need adult-led modelling and support during these times.

Reactive approaches

Behaviour is often a form of communication for unmet needs. A reactive approach involves resetting situations with no pressure, focusing on what the young person needs in a sensory-aware and child-centred way, and ensuring their voice is heard. It’s important to recognise that behaviour may not be about “I don’t want to” but “I can’t.” Building empathy within the team around the child, considering their sensory needs and background, is essential.

To summarise

To continue to effectively support young people with their sensory needs and anxiety levels in school, we must regularly evaluate what works, keep staff informed, and understand the underlying message of behaviour, often linked to fear. Involving the young person in planning and restoring relationships is key to providing ongoing support and ensuring they feel safe and understood.