View all blogs

Understanding Sensory Processing Differences in the K–12 Classroom: A Practical Guide for School Practitioners

by

Key takeaways for school practitioners:

  • Sensory processing differences influence how students take in sensory information. Some may be more sensitive to sensory stimulation, like bright lights or loud noises; others may be less sensitive, which may cause them to seek sensory stimulation.1 
  • Sensory processing differences can be experienced alone or in combination with ASD, ADHD, OCD and/or other conditions.1
  • Sensory differences may affect as many as 13%–16% of neurotypical children, and 88% of those with neurodevelopmental disorders.2
  • Sensory processing issues can affect social and school participation, but they are not classified as a learning disorder or considered an official medical diagnosis. However, working with an occupational therapist can help children manage symptoms.1

What is sensory processing?

Sensory processing refers to how an individual takes in, understands, and responds to sensory information. Sensory preferences and aversions vary from person to person, and misalignment between these and the sensory environment (i.e., the stimuli in the environment that impact the senses) can affect behavior.  

The five well-known senses are sound, touch, taste, sight and smell, but there are also two other lesser-known ones. Proprioception is body awareness, the ability for your body to sense its own position and force of movements. Vestibular sense is responsible for spatial orientation and balance, affecting posture, movement, and coordination.3, 4 Innate sensory processing patterns can manifest as hypersensitivity and/or hyposensitivity that can affect any of these seven senses. 

Issues with sensory processing can affect social and school participation, but are not classified as a learning disorder or an official medical diagnosis.1

How prevalent are sensory processing differences in U.S. schools?

Sensory processing differences can be experienced alone or in combination with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), obsessive compulsive disorder (OCD) and other disorders.1 They may affect as many as 13% to 16% of neurotypical children and 88% of those with neurodevelopmental disabilities.2

Sensory processing differences are not problematic in the context of environments and activities that support them. Difficulties only arise when there is a mismatch between a person’s sensory needs and the sensory stimulation available. For example, a child who requires more movement than most other children may thrive in physical education (PE) lessons but find it difficult to remain seated for an entire English class. If sensory differences are impacting participation in everyday tasks, occupational therapists can help identify individual sensory profiles and uncover ways to address these mismatches.

As an occupational therapist and senior product manager at Pearson, Melinda Cooper says, “We often hear that occupational therapists feel their role is not well understood. While we often receive referrals for sensory issues, the bigger picture is how this is affecting participation. Our focus is on helping the student to participate in activities that are meaningful to them. This can include using sensory-based strategies but may also involve a range of other interventions.”

What are the key traits of a student who has sensory processing issues? 1, 3,4,5,6

Just as every person has their own personality traits, everyone also has a sensory processing profile that can include higher or lower tolerance to various forms of sensory input.

Hypersensitivity means an individual is more sensitive to sensory stimulation, which can lead to them finding certain environments overwhelming. For example, they may be unable to tolerate bright lights or loud noises, or they may avoid wearing fabrics that feel itchy or too tight. Background noises that others don't notice may pull their attention away, and unexpected touch may feel alarming. Children who are sensitive to movement stimulation are often wary of swings and playground equipment. 

Those who are overly sensitive may have seemingly exaggerated responses to ordinary stimuli. Depending on their sensory profile, they can become distressed or anxious when exposed to triggers like sudden movement, strong tastes and smells, or strange textures. 

Hyposensitivity means an individual is less sensitive to sensory stimulation, which may lead to an internal drive to seek out more input. For example, the individual may be inclined to frequently touch people or objects, which can cause issues in situations where this isn't socially appropriate. Some children have an extremely high pain tolerance; others may fidget or find it hard to sit still. They might gravitate toward jumping, bumping and crashing activities, and they may love the deep pressure of a tight bear hug. In situations that don’t provide intense sensory stimulation, such as a classroom lesson, they may seem uninterested or lost in a daydream.

Those who are under-sensitive may also bump into things or otherwise appear clumsy because they can struggle to sense where their body is in relation to other objects and people. They may also have difficulty gauging the amount of force they’re applying, so they may accidentally break a toy or rip through the paper when writing or erasing.

Both hypersensitivity and hyposensitivity can affect a student’s ability to participate in classroom activities and engage with their classmates. Neurodivergent learners, such as students with ASD or ADHD, experience a higher probability of sensory processing differences than their neurotypical peers.

How can educators create a classroom that supports students with sensory processing differences?

While there are no “right” or “wrong” sensory processing profiles, evaluation may be useful in explaining some of the underlying reasons for student behavioral patterns.2 Once identified, students can work with an occupational therapist, who can determine the appropriate supports and provide therapeutic intervention that will enable them to participate more fully in the classroom.

Teachers can also provide accommodations in the classroom. Some examples include:1,7

  • Giving movement breaks, or incorporating movement into learning activities. 

  • Allowing students to wear noise-canceling headphones if they find noise distracting.

  • Eliminating buzzing and flickering lights.

  • Offering an inflated cushion or pillow to enable movement while seated

  • Allowing fidget and chewable items.

  • Posting a visual schedule and allowing time for transitions.

Cooper advocates for occupational therapists to educate teachers and other members of the multidisciplinary team about their role and what they can offer in the classroom, rather than removing the student from the classroom for interventions. 

“It’s important to keep an open mind and remember that neurodivergent brains can experience things differently, so embrace the quirky strength of that, and remember that many of the strategies we would advocate for neurodivergent students can also be great for neurotypical students,” she says. “There's an opportunity for a win-win here by keeping an open mind, looking outside the box and really thinking about how we can make environments as inclusive as possible for all different learners.”

What resources can help support students with sensory processing differences?

Wondering how you can better support these students? Here are some helpful resources: 

  • All Things Sensory podcast, which features two pediatric therapy practitioners who answer questions related to sensory issues, occupational therapy and more.

  • The Sensory W.I.S.E. Solutions podcast, hosted by an occupational therapist who “educates on the impact that sensory processing has on a child’s learning and behavior…the ‘why’ behind the behavior, how to identify their sensory profiles and how to support them using sensory strategies.”

  • STAR Institute for SPD, which provides treatment, education and research for children, adolescents and adults with sensory processing issues. 

To investigate sensory processing patterns and understand their potential impact on behavior, some assessments to consider include the Sensory Profile 2, the Adolescent/Adult Sensory Profile and the BASC-4. The Pearson Digital Assessment Library offers unlimited access to these and numerous other assessments in an intuitive digital format, which can be particularly useful for students who may need multiple assessments. For more information on supporting students with sensory processing issues, visit Pearson’s Sensory and Behavior page and Motor/Sensory Assessments page. 

 

Sources:

  1. https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/
  2. https://www.researchgate.net/publication/392897539_Children's_Sensory_Processing_in_the_Classroom_A_Cross-Sectional_Study_Using_Teacher_Rating
  3. https://childmind.org/article/sensory-processing-faq/
  4. https://passtheot.com/study-topics/vestibular-system-vs-proprioception-key-differences-and-insights-study-topic-overview/
  5. https://pmc.ncbi.nlm.nih.gov/articles/PMC9688399/
  6. https://pmc.ncbi.nlm.nih.gov/articles/PMC12194364/
  7. https://www.childrenscolorado.org/just-ask-childrens/articles/sensory-processing-disorder/