The School Environment and Sensory Trauma

Sensory processing difficulties can significantly impact a child's experience in school. Sensory trauma can occur when a child experiences intense or prolonged sensory input that is overwhelming or distressing to them, leading to anxiety, avoidance, and negative associations with school. Even more so if a child has otor co-ordiantion difficulties. 

Sensory processing refers to the brain's ability to take in and interpret information from the environment through the senses (sight, sound, touch, taste, movement, muscle feedback and smell) and respond appropriately. For most children, this process is automatic and effortless. However, for children with sensory processing difficulties, this process can be challenging.

Sensory processing difficulties can manifest in many ways. Some children may be hypersensitive to certain sensory input, such as loud noises, movement, bright lights, or certain textures. Others may be hyposensitive and seek out sensory input, such as constant movement or deep pressure. These difficulties can impact a child's ability to participate in daily activities, including those in school. Influencing their ability to:

• Follow instructions 
• Listen to the teacher
• Handwriting (often messy handwriting)
• Sitting down for the whole lesson
• Fidgeting
• Copying from the board (visual perceptual)
• Organise themselves and their homework.
• Getting hcanged for P.E

 Classroom settings also often involve bright fluorescent lighting, loud noises, and crowded spaces. Additionally, school activities such as break time, physical education, and music class can be overwhelming for some children. Even their position within the classroom can trigger a fight, flight or flee response. 

Children with sensory processing difficulties may struggle with attention, focus, and participation in school. They may avoid certain activities, such as group work or field trips, due to the sensory demands of these activities. This can lead to social isolation and difficulty forming relationships with peers. Sensory processing can also lead to seeking high levels of control for example, during play which can inlfuence childen's abiltiy to develop and maintain friendships. 

Furthermore, sensory trauma can occur when a child experiences intense or prolonged sensory input that is overwhelming or distressing to them. This trauma can have long-lasting effects, including anxiety, avoidance, and negative associations with school.

Fortunately, there are many strategies that can be employed to support children with sensory processing difficulties in school. These may include providing sensory breaks throughout the day, allowing the child to use sensory tools such as fidget toys or weighted blankets, and modifying the environment to reduce sensory input. Additionally, occupational therapy can be a valuable resource to help children develop strategies to manage sensory input and improve their ability to participate in daily activities. Through support from and OT the development of a  Sensory Safety Plan can ensure that sensory processing needs are met within school and that educators can provide a sense of safety for children within the school environment. 

It is important for parents, teachers, home educators and school staff to be aware of the impact of sensory processing difficulties on children's experiences in school. By providing appropriate support and accommodations, we can help children with sensory processing difficulties thrive in their education and beyond.

Kate xx