Sensory Integration Education

Exam time is coming up for schools and colleges in the UK and this can be a stressful time for many young people. For many, this type of stress can exacerbate sensory processing differences. For example, students who may be over-responsive to auditory sensory input such as loud noises, often find that they are even less able to tolerate auditory sensory input when under pressure or feeling stressed. Others with tactile sensitivities find that their school uniforms are even more uncomfortable than usual, causing them to feel even more stressed and anxious!

On the other hand, this time of year can also be difficult for young people who seek sensory input and benefit from frequent movement or being active. Exam prep time is usually accompanied by sitting down and studying for hours and this typically does not work well for young people who benefit from sports and movement breaks as part of their daily routine. Similarly, a young person who has difficulty with planning and organisation might find it hard preparing themselves for studying when they are feeling anxious.

So how can exam stress be managed alongside sensory needs and preferences?  The first priority is to get comfortable. This can refer to the study space as well as exam conditions. When we are stressed and overwhelmed, having a sensory-safe space to retreat to at home and the right conditions for studying are important. Keep the study space neat and free of clutter so that young people who are over-responsive to sensory input are not overwhelmed. In addition, softer lighting helps to create a more comfortable and sensory-friendly environment. A table or desk at the right height is important for long periods of studying, and a comfortable chair is a must. Swivel chairs are great as many of them are height-adjustable and for students who need to move frequently, the chair can give them that sensory input whilst they are studying. A height-adjustable desk that allows for standing at times might also be useful for some or others may find that moving their legs on a footswing can help them concentrate better. Having fidget toys to hand is also useful for some along with something to chew or suck on.

Frequent movement breaks are also recommended whilst studying along with what we describe as heavy work activities that provide proprioceptive input that is calming and organising. A brisk walk around the house, garden or block every couple of hours or a few stretches can go a long way in helping someone who is studying to regulate themselves. Heavy work activities can help young people feel more relaxed. Wearable weights (usually worn on the ankles) can also be a great way to get proprioceptive input whilst walking through the house for a young person who doesn’t have much time for other exercise.

On exam day, some students who have sensory differences might benefit from sitting their exams in a different space if that is available or other accommodations at school. We recommend that young people and their parents raise this with the appropriate contact at school if required. If this is not possible, sitting slightly away from others or at the front can be helpful too. Some young people also find that a fidget helps them think better during an exam and a pen or pencil with a fidget attached is a good way to fidget in an exam environment.

Good luck to all those taking exams and don’t forget to take a good movement or sensory break after finishing an exam paper!

PS If you work closely with schools or in a school setting, you may be interested in our Sensory Inclusive Schools professional package which provides a structured approach that therapists can use to help school staff embed sensory-friendly strategies into everyday practice. You can find out more information about this package here.