Strategies for Creating a Sensory Friendly Classroom
By Daniella Mini
If so much as one drop of water got on Tommy’s arm, he would jump to grab a paper towel and fiercely rub it dry. If that drop got on his shirt or pants, he would instantly take them off, no matter where he was. The transition from long sleeves and pants to short sleeves and pants (and vice versa) that came with a change in seasons was always a struggle.
Jeannie, another student I once had, would bump into walls as she walked and couldn’t sit still for half a minute before rocking the chair, changing positions, getting up or falling off said chair.
Tommy and Jeannie had serious sensory processing issues. While Tommy had great difficulty dealing with sensory experiences related to touch, Jeannie’s sense of body awareness and movement was disordered.
Many children experience sensory issues simply because learning to interpret and appropriately respond to sensory input is a developmental process. On top of this, our bodies not only receive but also seek input. Learning to satisfy this need for various types of sensory input is also a developmental process. Along this journey, some children need more help than others.
Every elementary school teacher has had students who can’t sit still, who chew on their pencil as if it tasted better than any candy, or who are startled to the extreme when the loudspeaker comes on or there's a fire drill.
There are many ways parents and teachers can help children with sensory processing problems to self-regulate. Following are some examples of common strategies and devices you might see in a sensory friendly school:
Fidget toys/ objects: squeezy balls, poppers, cubes, twisty noodles, putty. Google “fidget toys” and a vast array of options will come up. I will say, though, that simply allowing a child to hold any item they choose during circle time goes a long way in helping them stay seated and focused.
A weighted lap pad, or a weighted object the child can rest on their lap or hold. I used to have a weighted stuffed animal, a squirrel we named “Squirely”, that sometimes needed holding! A weighted vest is also an option. However, an occupational therapist should determine the amount of weight to add and how long to keep it on.
Chewy toys. There are a variety of safe toys specifically designed for children who seek oral sensory input. Chewelry (chewable bracelets or necklaces) is a popular option. When it works, it is a life-saver. I had a student who stopped soaking his sweater sleeves thanks to chewelry. He was able to get the oral input he needed in a healthier and more socially appropriate way.
Music, sounds and headphones. Playing music or environmental sounds during play or independent work can be calming and promote engagement. Some children benefit from headphones to mask environmental noise and sounds that dysregulate them or are perceived as painful.
Sensory-friendly transitions. For example, doing a series of yoga poses, leading a stretching or breathing routine, and listening to a calming song when transitioning from outdoor play to tabletop work. Or, when waiting or walking in line, have the child carry something, ideally a heavy object, for you; for example, a half-full gallon of glue, a ream of paper, a couple of books.
Timers. Knowing how long he is expected to sit, wait, or be in an environment that might be overstimulating will enable the child to “keep it together” while helping him learn to tolerate such situations.
Various seating options, such as a rocker, cube chair or a cushion. These can be immensely helpful for children who have difficulty with body awareness or seek movement.
Visual supports. Having a list of options or an array of pictures that children can select from when they need a sensory break is great for self-awareness. The visual can include, for example: headphones, trampoline, playing with putty, going for a walk, sitting in a “quiet corner”, or following an established motor break routine. The occupational therapist at my school posted motor break routines on various walls in the hallways. One had, for example: marching in place, wall pushups, cross walking and hand squeezes. There were visuals for the sequence as well as for where to place hands and feet.
Occupational therapy. Children with special education programs might qualify for direct services from an occupational therapist and/ or specific modifications and accommodations to address sensory issues. If a parent or teacher suspects that sensory issues are affecting a child’s learning and participation beyond what is age-appropriate, they should refer the child for assessment.
This brings me back to Tommy and Jeannie, who had OT services, robust accommodations and a diagnosis of autism.
It is well known that sensory difficulties are common in autism. In fact, it is one of the possible criteria for an autism diagnosis according to the DSM-5:
“Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment (e.g. apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).”
Tommy found great comfort in getting into a body sock and in exploring various sensory mediums. Both calmed him when he was upset about getting wet and helped him focus on learning activities.
Tommy’s verbal language was limited but he quickly learned to request the body sock. At circle time, he sat on a cube chair with another cube-chair-turned-small-table right in front of him, on which we placed a tray with sand. We had various types of sand (very fine sand, coarse sand of various colors, moon sand) Tommy could select.
Jeannie, in turn, took regular sensory breaks and used a compression vest. She also sat on a cube chair or rocker and had a box full of fidget toys.
Serious sensory difficulties are not only present in autism, but also in children with other developmental issues or no diagnosis at all. Whatever the case, it is our responsibility as teachers and parents to help children grow in their ability to self-regulate by creating a sensory-friendly environment.
A couple of helpful resources:
