Sensory Integration Education

When we think about sensory-friendly schools, we often think about accessibility for those children with significant health conditions that impact on their ability to participate in the school environment or for those with sensory processing differences that impact on their ability to participate and function in the school environment. Whilst it is of the utmost importance to meet the accessibility needs of these pupils or students, I propose that the needs of all neurodivergent individuals are considered in all aspects of the school day. Researchers estimate that 15-20 percent of the world's population exhibits some form of neurodivergence. In schools, this figure can relate to both children and staff and should be considered when designing and setting up spaces for them.

There are several definitions of sensory-friendly environments available on the internet. My favourite description is this one adapted from the Guggenheim Museum: "Sensory-friendly spaces build on universal design by making the environment accessible from a sensory standpoint. Sensory-friendly environments engineer sensory stimuli in a way that empowers neurodivergent individuals to fully participate and engage with the physical space."

For me, this means that we need to consider the sensory experience of individuals the moment they walk through the school gates. For example, when children, particularly those in early years, arrive at school in the morning, it can be a noisy environment, with children running around and shouting. This can be a distressing start to the day for those with sensory processing difficulties. Resources permitted, a quiet, calm space where those who struggle with busy environments can be dropped off in the morning can transform the educational experience of a child with sensory processing differences.

Break times are another time of the day that can be chaotic for neurodivergent individuals. Whilst regular movement and access to physical play can help children to focus better, we need to be mindful of presenting pupils with choices of physical activities that they can comfortably access. Along with considering playground equipment, a playground buddy system can be useful in ensuring that children play in a way that is inclusive and supportive to others. For staff, having access to a staff room that is a calm space where they have the ability to gather their thoughts before going into a busy classroom environment is also important.

These are just a few points to consider but they can make a significant difference for neurodivergent individuals.

If you’ve already signed up to our Annual Unlimited Pass or ASIP membership, you can access more practical tips on making a school sensory-friendly by enjoying continued access to all the speaker presentations from our 2023 SIE online conference including expert speakers offering fantastic advice on this topic. Click here to find out more about our membership packages.

Best wishes

Lelanie Brewer

PS You may also be interested in signing up to our live webinar on 1st November: Sensory Integration and Schools. This webinar will look at practical tips and strategies on how to support children with sensory processing differences at school with a specific focus on mainstream school settings where practitioners are often reliant on bringing their own therapy equipment.

Sensory Snapshot is a regular series by Advanced SI Practitioner and OT Lelanie Brewer. Lelanie gained her MSc in OT at Brunel University, London, and is pursuing a PhD with Newcastle University. Experienced in the NHS, charity and private sectors, as well as being a UK university senior lecturer, Lelanie is the Lead for Continuous Professional Development at Sensory Integration Education.