Sensory Regulation In the Classroom
Throughout the school day, students are constantly taking in sensory information. From focusing on their computer screens, to listening to classroom instruction while filtering out other sounds and visual stimuli. It can be challenging for students to focus on learning while managing the busy sensory environment that schools can include. Promoting sensory regulation skills in the classroom is crucial for creating an inclusive and effective learning environment. By understanding what sensory regulation looks like and implementing evidence-based strategies, teachers can support all students in achieving their full potential. Integrating such practices into daily routines can lead to improved focus, emotional stability, and overall classroom participation, making the educational experience more positive and productive for each student.
To support students’ sensory regulation skills, here are is a snapshot of what sensory regulation can look like and a few evidence-based tips that can be easily integrated into the classroom environment:
What Sensory Regulation Looks Like:
Attention and Focus: The ability to filter out background information while maintaining attention to task. (Example: Focusing on classroom instruction while filtering out background noise).
Self Regulation: The ability to express and manage emotions, maintain impulse control and navigate ones’ sensory environment. This can look like following classroom rules, participating in turn taking games appropriately and participating in classroom activities.
Sensory Environment Management: Students with effective sensory regulation are comfortable in their environment. They can tolerate classroom noises, lighting, and other sensory stimuli without becoming distressed or dysregulated.
Promoting Sensory Regulation in the Classroom
Create a Sensory-Friendly Environment:
Lighting for visual stimuli: Use natural light where possible and avoid harsh fluorescent lights. Soft, diffused lighting can help reduce visual stress. For students who may struggle to keep their eyes on their computer screens or who cover their eyes frequently, allowing them to wear something that blends in with other students, such as a hat in class can assist them with filtering out fluorescent lighting and support their visual attention. If your learner also benefits from a weighted blanket or lap pad, a weighted hat can support their proprioceptive needs and their visual needs. If your learner prefers to not wear a hat, light-colored sunglasses is another tool that can be easily implemented in your classroom.
Seating Arrangements for proprioceptive input: Allow for flexible seating options, including floor seats ,wobble cushions, or quiet corners for students who need a break from sensory input. For students who may appear ‘floppy’ or who lean heavily on their desk, these strategies support their attention, focus and self regulation. For students who are sensory seekers (kids who are often moving a lot, fidgeting or rocking) weighted blankets or weighted lap pads are a great way to provide students with increased proprioceptive input. This can help them to meet their seeking needs and support their attention and participation in classroom activities.
Noise Control for auditory input: Use soft background music or white noise machines to drown out distracting noises. For students who are easily distracted or dysregulated by auditory input during class, having access to for times of focus can also be a great and easy tool to implement for some students.
Incorporate Sensory Breaks: Research supports the inclusion of sensory breaks throughout the day to help students manage their sensory needs. Short, structured breaks that involve cross-body movements like bringing opposite elbows to knees and body twists can help students maintain focused energy for classroom activities. To make a small, consistent sensory break space in your classroom can promote students to use it as regularly as needed. Velcro Tape & Movement Cards can be used to create a sensory-based space that includes a consistent, movement based activity students can do to support their self regulation. When students are done moving their bodies, always make sure to add a calming activity afterwards, such as a visual that cues them to take three deep breaths before going back to their desk.
Use Sensory Tools and Activities:
Fidget Tools: Items like stress balls, putty, or fidget spinners can help students with tactile needs stay focused while at their desks.
Sensory Bins: Incorporate bins filled with different textured materials (like sand, rice, or beans) for tactile exploration. This can be a great tool to incorporate into sensory break spaces.
Weighted Items: Weighted blankets or weighted lap pads can provide calming deep pressure input for some students during seated activities.
Teach Self-Regulation Strategies: Educate students on recognizing their sensory needs and options for how they can support their sensory needs. This can include deep breathing exercises, self-advocating for movements breaks, or specific techniques like the Zones of Regulation, which help students identify their current emotional state and choose appropriate strategies to manage it.
Individualized Support: Each student’s sensory needs are unique. Conducting assessments, such as the Sensory Profile or similar tools, can help identify specific sensory preferences and challenges. Collaborating with occupational therapists can provide tailored interventions and strategies for individual students.
Best,
Growth Spurt Team
