In June 2024, GOV.UK recorded that “Over 1.6 million pupils in England have special educational needs (SEN)”. This was recorded as, “an increase of 101,000 from 2023”.
Many children with SEND have additional sensory needs, where they either seek or avoid specific physical experiences. This can greatly impact their anxiety levels and the way they relate to their world.
Parents naturally guide their children’s exploration, but how can we support those with sensory sensitivities? If we can understand their unique lens, we can better support their experience of the world.
Understanding Sensory Seeking: Sensory seekers need a high level of sensory input, craving specific sounds, visuals, or the feel of certain textures. Without this, their neurology can unsettle, and emotions may become fraught, triggering emotional dysregulation because their world is no longer making sense.
Understanding Sensory Avoidance: Children may become stressed by certain sights/sounds/smells, again due to the programming of their nervous system. However, with sensory avoidance, specific experiences might upset their homeostasis, such as a clown at a party, a revolving washing machine or stormy weather.
Knowing the triggers: With the unpredictability of life’s events, a child could be triggered very suddenly, maybe by a car alarm, the smell of tar or a flickering light. Alternatively, a child may suddenly crave movement, such as the need to spin, swing or rock, to chew a sweet or feel the squeeze of a hug.
As we become detectives of our child’s triggers, we could become more prepared. If we know, we can avoid or accommodate the sensory experience, or if not, support them verbally.
Specialist SEN Tutor Louise works in a SEND school in southwest London, where children present with severe learning difficulties. Many face sensory-seeking/avoidant situations daily. Louise has also worked in a mainstream school, observing a vast difference in sensory focus between the two settings.
Children that sensory seek. Pupils may crave the touch of a texture, an aroma or the taste of a food. Louise discovered that it is imperative for children to have the sensory experience they seek, for example:
- A spinning wheel
- Trampette
- Bubble machine
- Weighted blanket
- Tunnel
- A dark den/space
“Children seek different experiences. As a teacher, it is important to know what they are and to have items ready when required. They can also be factored in as incentives to help children stay motivated and remain focused on a work activity, to encourage the task to fold into a positive experience,” explains Louise. “When children receive the smell/touch or movement they yearn for, their regulation is likely to settle.”
Children that are sensory avoidant. Children who are sensory avoidant often experience fear when faced with a specific sound, sight or smell. They will be best supported by an empathic explanation of what the noise/smell is. Some areas, particularly within a school, may symbolise commotion, such as a hall which is used for lunchtime or games. As such, a child may align that space with anxiety.
Louise recommends taking them into that same area when it is empty, so it can also be felt as a quiet zone. She explains, “Taking them into the same place when it is peaceful, enables them to experience it positively, which can reduce their anxiety of what it represents overall.”
For sensory-avoidant children, Louise also suggests the play activity “Fun With Food”, to help them embrace foods they typically evade. This can be twofold; firstly, by factoring in the foods they like, and then by gently bringing in the more repellent foods. They may never grow to like them, but on the other hand may learn to embrace them. This will simplify future situations, particularly if these foods are regularly encountered.
At home, if adaptions are made, life can be calmer for everyone. With some simple alterations, your home could be turned into a sanctuary by softening the lights or creating a soothing corner where a child can retreat. Louise elaborates: “Many children need solace to cope with sensory avoidance; a pop-up dark tent somewhere in the home presents a perfect escape from noise and stress.”
“Visuals can help sensory-seeking children to tell you what they need. This works not only for non-verbal children but can also be helpful for verbal children as well, as they may not always be able to communicate what they want and can more easily tell you non-verbally.”
In addition, visual aids can indicate a change in routine or a nod that they may soon be going out or having dinner.
Effective communication: A child with heightened sensory needs may struggle to verbally communicate. Finding other means to interact can enable us to fully engage and understand their needs.
Body language: Social cues may indicate change such as body language or signs of agitation. Physical signs and cues can paint a picture without words. Knowing your child’s rhythms can help translate what signals mean. Is he fidgeting? What could this mean? Is she suddenly stimming, or making sounds that you might align with stress? Is she picking her skin, covering her ears, or avoiding all eye contact? As parents, knowing the signs can help you read what your child is saying.
Addressing your child’s sensory needs can be challenging. Hopefully, more awareness of exactly what those needs are, can provide reassurance and enable your child to be calmer and happier. Building a network with others facing similar experiences can be very uplifting; knowing that a community of people “get it” can be invaluable.
Below are some links that may help you, should you need further information or support.
https://www.sensory-people.co.uk/about/background-of-sensory-people/
https://sensoryprocessingdisorderparentsupport.com/sensoryprocessingdisordercommunity/
Please note: The information provided within this blog, by SENsational Tutors, is for general information purposes only. We appreciate that every person is unique and any advice/experiences mentioned within the content of each blog may not be reflective of your own personal experience. All information on the site is provided in good faith and is for educational informational purposes only. It is not a substitute for professional advice. Before taking any actions based upon such information, we encourage you to consult with appropriate professionals
