By Sara Stone (she/her), teacher-librarian, Nanaimo
About a decade ago, I found myself on an unexpected journey. As a new parent to a young child, I was surprised and confused about her strong reactions to everyday activities. My daughter would scream and cry upon washing her hands at the sink or become very upset at putting on a sweater or a new coat. I wasn’t sure what was going on for her, but I knew it was more than just a toddler acting out. After many years of questions, and consultations with medical professionals, we finally found out that our daughter had something called sensory processing disorder (SPD). This diagnosis changed so much for me, at home and at school with my students. I was able to see where sensitivities were driving behaviours.
What is sensory processing disorder?
“Children with sensory processing disorder have problems processing information from the senses. This makes it hard for them to respond to that information in the right way. The senses include touch, movement, smell, taste, vision, and hearing. In most cases, these children have one or more senses that either react too much or too little to stimulation. This disorder can cause problems with a child’s development and behaviour.” (1)
The tricky part of SPD is that it is ever-changing; one day a reaction may be strong, and the next day it can be mild. A child may have a mixture of over- and under-sensitivity reactions. These moving parts make it very hard for families, teachers, and others to support and understand the condition.
Many experts have seen SPD present as a stand-alone condition, and it is commonly paired with other neurological issues such as autism, OCD, ADHD, PTSD and so on. The fact is that many of us, either as parents and/or teachers, will have children with SPD in our lives. What could SPD potentially look like at school? How could this condition be present for us in the classroom?
What are some signs to watch for in students who may have SPD? (2)
Avoiding sensory experiences, such as messy activities, e.g., painting or playing in the sandpit.
Seeking out sensory experiences, e.g., messy activities, fiddling, scratching, rough play.
Showing heightened sensitivity to sound, touch, or movement.
Appearing to be in their “own world,” e.g., distracted, lethargic.
Being impulsive, easily frustrated, or, on the flip side, overly compliant.
Being easily distracted by the things going on around them.
A love of movement, e.g., constant spinning, running, jumping, crashing into objects/people.
Writing with too light or too hard pressure.
Low muscle tone, e.g., slouching in chairs or on the carpet.
Preferring to play alone.
Having difficulty coping with changes in routine or transitioning between tasks.
Fussy eating.
Many items on this list can occur if a child is having a bad day or experiencing a temper tantrum. Temper tantrums are strong emotional, often angry, reactions from a child who is not getting their way. Sensory meltdowns, although similar to temper tantrums, are fueled by external stimuli. When the brain becomes overstimulated by certain sounds, sights, tastes, or textures, it can struggle to process the information effectively. This sensory overload can lead to feelings of overwhelm, anxiety, or discomfort. This overload usually causes a reaction of fight, flight, or freeze.
If you, or parents of a student, suspect that a student in your class has SPD, you can support the diagnosis process by keeping detailed notes about behaviours and triggers you have observed. Your notes can help families seeking a diagnosis from other professionals.
The professionals that can help identify SPD for families include pediatricians, occupational therapists, psychiatrists, and pediatric neurologists. Sharing observations with families about their child’s behaviour and potential sensory processing issues is an important step in ensuring that children receive the support they need.
How can we help students avoid sensory overwhelm or meltdowns?
Schools have so many variables that are out of our control: overhead fluorescent lights, seating options, bells and alarms, odours and smells, etc. Fortunately, there are many things we can control.
Creating a supportive classroom environment for students with sensory sensitivities is crucial for their well-being and academic success. Here are some strategies that teachers can implement to make the classroom more accommodating:
Classroom lighting
Stand-up floor lamps: replace harsh fluorescent lights with floor lamps to create a warmer, more calming light.
Natural light: use natural light as much as possible by opening blinds or curtains.
Sensory corners
Soft seating: provide bean bags, cushions, or other soft seating options for students to relax.
Headphones: offer noise-cancelling headphones to help students block out distracting noises.
Small tents or drapes: create a small, enclosed space where students can retreat to when they need a break.
Fidget tools
Pop-its and glitter bottles: simple and quiet fidget tools that can help students focus.
Stress balls: tactile tools that can help manage stress and anxiety.
Mindfulness and breathing techniques
Class practices: Incorporate regular mindfulness and breathing exercises into the classroom routine.
Resources: use online resources such as YouTube videos to teach helpful breathing techniques like lion’s breath or box breathing.
Additional strategies
Flexible seating options: allow students to choose seating that is comfortable for them, such as standing desks, wobble stools, or floor seating.
Routine and structure: maintain a consistent classroom routine to help students feel secure and know what to expect.
Visual schedules: use visual schedules to help students understand the day’s activities and transitions.
Odour control: be mindful of strong smells in the classroom, such as cleaning products or perfumes; use unscented products when possible.
Quiet zones: designate areas of the classroom as quiet zones where students can go to focus or take a sensory break.
Modelling and teaching
Model calm behaviour: demonstrate calm and mindful behaviour yourself, as students often mimic the actions of their teachers.
Teach emotional regulation: incorporate lessons on emotional regulation and coping strategies into the curriculum.
Normalize sensory breaks: make it clear that taking a sensory break is a normal and acceptable way to manage overwhelm.
Ultimately, by adopting a proactive and compassionate approach educators can help SPD students navigate their sensory experiences more successfully, enabling them to achieve their full potential. This not only benefits the students but also enriches the entire classroom community, promoting a culture of inclusivity and respect.
1 “Sensory Processing Disorder,” HealthLinkBC: www.healthlinkbc.ca/health-topics/sensory-processing-disorder
2 “What is Sensory Processing Disorder? A teacher’s Guide to Supporting Students with SPD,” TeachStarter: www.teachstarter.com/au/blog/sensory-processing-disorder-supporting-spd-students-in-the-classroom-2/