This article is the second in our series on Key Root Causes of Disruptive Classroom Behaviors and How to Help

Sensory processing issues are a common, yet often overlooked, factor contributing to disruptive behaviors in the classroom, particularly among students with special education needs. When a child experiences either over-stimulation or under-stimulation, their ability to focus, learn, and interact appropriately with their environment can be severely impacted. Understanding and addressing these sensory needs is crucial for creating a classroom atmosphere where all students can thrive.

Supporting Sensory Processing Needs in the Classroom

Sensory processing refers to how the nervous system receives and interprets information from the senses and how this information influences behavior. In some students, sensory processing is not as smooth as it should be, leading to hypersensitivity (over-stimulation) or hyposensitivity (under-stimulation). For example, a student who is hypersensitive may be overwhelmed by bright lights, loud noises, or even the texture of certain materials, leading to avoidance behaviors, meltdowns, or anxiety. On the other hand, a student with hyposensitivity might seek out sensory input, such as constant movement, touching objects, or making noise, which can appear as hyperactivity or disruptiveness.

Creating a Sensory-Friendly Environment and Providing Input

To support students who are experiencing over-stimulation, creating a sensory-friendly classroom environment is essential. This can involve simple changes, such as providing noise-canceling headphones, setting up a quiet corner where students can retreat when feeling overwhelmed, or reducing visual clutter on walls and desks. Sensory breaks are another effective strategy, allowing students time to decompress in a calm, quiet space. These breaks can be scheduled or offered as needed, depending on the student’s sensory needs. Inflatable sensory pods can provide welcome containment and calm for students feeling overstimulated. Additionally, calming tools such as weighted blankets, fidget toys, or guided breathing exercises can help students manage their sensory overload. Fidget toys, in particular, offer a discreet way for students to self-soothe and focus by providing the sensory input they need in a controlled manner.

For students who are under-stimulated, providing appropriate sensory input is key to keeping them engaged and focused. This can be achieved through sensory activities that involve touch, movement, or sound. For instance, incorporating textured materials, sensory bins, or opportunities for movement during lessons can help meet their sensory needs. Alternative seating options, such as therapy balls, standing desks, or cushions, can also encourage movement and provide the necessary sensory input without disrupting the class. Fidget toys also play a crucial role here, offering students a way to channel their need for movement and tactile stimulation in a non-disruptive way. These accommodations can help students remain focused on the activity and less likely to engage in disruptive behaviors.

Collaboration, Monitoring, and Continuous Adaptation

Collaboration with occupational therapists (OTs) is vital in developing individualized sensory plans for students. OTs can assess a student’s sensory needs and recommend specific strategies to be implemented in the classroom. Teachers working closely with OTs can ensure that these strategies are effectively integrated into the daily routine, leading to more consistent and positive outcomes for students. Sensory pods and fidget toys may be part of these recommended tools, providing students with personalized ways to manage their sensory needs.

Monitoring and adjusting sensory interventions as needed is an ongoing process. As students grow and their needs change, it’s important to reassess their sensory profiles and adapt the strategies accordingly. Teachers should document the effectiveness of the strategies used, noting any progress or challenges, to inform future planning. Regular review meetings with OTs, parents, and other relevant professionals can help ensure that the sensory needs of students are being met appropriately. This might include revisiting the use of specific supports to ensure they remain effective.

Addressing sensory processing issues in the classroom can significantly reduce disruptive behaviors and improve the overall learning experience for students. By creating a sensory-friendly environment, incorporating tools like fidget toys and sensory pods, collaborating with specialists, involving families, and continually assessing and adjusting strategies, teachers can provide the support that students with sensory processing issues need to succeed. A proactive approach to sensory needs not only enhances students’ ability to focus and learn but also contributes to a more harmonious and inclusive classroom environment.