Sensory needs can have a significant impact on how children experience and engage with the world around them, especially in a busy classroom environment. All children process sensory information differently—some may be easily overwhelmed by noise or touch, while others may seek out more movement or pressure to stay focused on work and / or be with others. Understanding and supporting these differences can help create an inclusive, supportive environment where all learners can thrive.

Sensory needs

Every child has a different set of sensory needs. Some children may seek out certain sensations while others may be far more sensitive and find it hard to cope with different sensations.  

Understanding these sensory needs can help us create environments and activities that make children feel comfortable. This is especially important for children who might be extra sensitive.  By recognising these sensory needs, we can help children regulate their feelings and support them to participate in and enjoy daily experiences.

Sensory systems

There are 8 sensory systems:

The five basic sensory systems:

  1. Visual (being able to see)
  2. Auditory (being able to hear)
  3. Olfactory (being able to smell)  
  4. Gustatory (being able to taste)
  5. Tactile System (being able to touch)

The three further sensory systems:

  1. Vestibular (being able to balance and coordinate your movements) 
  2. Proprioceptive (knowing your body’s position and movement in space) 
  3. Interoception (information from your own body)

To learn more about less well-known sensory systems, have a look at the Sensory Mini series.

One of our Occupational Therapists has created a helpful video on ‘interoception’. Interoception is the sense that helps us understand and feel what’s going on inside our body. It allows us to notice internal signals such as hunger, thirst, the need to use the toilet, pain, temperature, and emotions like anxiety or calmness. This internal awareness supports self-regulation, emotional understanding, and body awareness. Find out more about interoception at the OT Toolbox and watch our video below:

Sensory Processing

‘Sensory processing’ refers to the way the brain makes sense of the signals the body is sending and receiving.  It is important in everything we need to do in a day, such as getting dressed, eating, getting out and about, socialising, learning and working.  Each sensory system has its own unique role and together they inform the brain how to react and interact with our environment.  Watch our video providing an Introduction to Sensory Processing and Regulation for more information.

Our Occupational Therapy Resources Booklet also contains a section on Sensory Processing with ideas for home and school.

Our occupational therapists have developed a Sensory Advice pack for schools with more information on sensory processing, sensory guidelines for schools and advice on sensory equipment. 

The Classroom Regulation Pack contains ideas for equipment that can be used to help a child to regulate.

Equipment suggestions for sensory space and OT Sensory Tools contain ideas for tools and equipment to use in sensory activities.

Children need a variety of sensory experiences to help their brains and bodies develop. One great way to support this is by creating a Sensory Box—a collection of toys and materials that offer different sensory input, like textures, movement, and sounds. These help children stay calm, alert, and ready to play or learn. Messy play, rough-and-tumble games, and exploring new objects are all valuable. While screen time is fine in moderation, it’s important to balance it with active, hands-on play.

Everyone uses their senses to stay regulated throughout the day. Some children need more sensory input than others to feel “just right”—this is called sensory self-regulation. A Sensory Box makes it easy to find helpful items when your child needs them.

NHS Greater Glasgow and Clyde have created excellent ideas to help you get started. It’s not a complete list, but it offers practical suggestions to support your child’s needs.

Differences in sensory processing relate to how some children's brains receive, organise and process information differently to the majority of their friends. There are things we can do everyday to help support how the brain receives and organises sensory information received from all the different senses, so we can respond effectively to the changing environment and function well in school and at home.

Children with differences in sensory processing may find it difficult to engage with the physical, social, emotional and curricular challenges of the school day.  Some of the issues you may see are: 

  • A child who appears constantly anxious 
  • A child who avoids moving, climbing, swinging or sliding 
  • A child who puts their hands over their ears and complains of noise 
  • A child who becomes easily overly excited 
  • A child who always has to touch objects, people, constantly fiddles 
  • A child who can’t sit still and constantly fidgets 

These behaviours would mean the child is not fully ready for learning. This is where sensory circuits can help. 
 

A sensory circuit involves a sequence of physical activities that are designed to alert, organise and calm the child.  These activities support sensory processing, helping children to organise their senses in order to achieve the ‘just right’ or optimum level of alertness required for effective learning.  The circuit should be active, physical and fun so that the children enjoy doing it.  A more detailed explanation with ideas for activities can be found in our Sensory Circuits guide.

Sensory circuits should ideally be completed first thing in the morning (and after lunch too, where possible), and therefore ideally need to be done at school.  Have a look at our training video to help you get started with sensory circuits.

Our team have also produced a training video on implementing sensory circuits in school settings.

Sensory circuits are designed to start with alerting activities, moving onto an organising phase and then finally to a calming phase. Doing the activities in the recommended order is important. The right order results in an in-control (regulated) and happy child. The wrong order could result in an out of control (dysregulated) upset or irritable child.

Alerting

The aim of this activity is to provide vestibular and proprioceptive stimulation within a controlled setting.  This prepares the brain for learning and the demands of the school environment.

Example activities: Jumping/bouncing on a trampoline, skipping, running, rolling and bouncing on a yoga ball, animal walks, step ups, star jumps etc.

Organising

This section includes activities that require motor sensory processing, balance and timing. These activities help improve focus and attention. The child needs to organise their body, plan their approach and do more than one thing at a time in sequential order. 

Example activities: Balancing, climbing, log rolls, throwing to a target, wobble boards, weaving in and out of cones, throwing and catching, jumping through hoops etc.

Calming

The calming activities are very important as they provide input to ensure that children leave the circuit and return to their classrooms calm, centred and ready for the day ahead.

Example activities: Proprioceptive and deep pressure e.g. yoga ball squashes, lying under a weighted blanket, massage arms/legs, linear swinging or rocking, heavy muscle work e.g. crawling through a tunnel, press ups etc.

 

Top tips:

  • For most effective outcomes, sensory circuits should be completed on a regular basis. Ideally, the circuit will take no more than 15-20 minutes.
  • The children should spend up to 5 minutes in each section performing the different activities. 
  • It is important to consider that each child’s needs and tolerance levels are different. Some children may need more time in the alerting or calming sections to enable them to be more organised and prepared for the day’s learning.
  • Children should be encouraged but not forced to participate in the circuit and must be supervised at all times.

The following resources provide useful advice for planning sensory circuits:

Resources for schools