Sensory processing challenges can affect how children respond to sound, movement, touch, taste, smell and visual input. Recognising whether a child is sensory avoidant or sensory seeking can help parents and educators put the right support in place and create calmer, more accessible learning environments.
Key Takeaways:
- Sensory processing challenges often present as either sensory avoidance or sensory seeking.
- Difficulties can affect behaviour, concentration, regulation and learning.
- Support strategies may include sensory-friendly spaces, visual supports, simplified language and occupational therapy input.
- Multi-sensory learning can help some children access and retain information more effectively.
Understanding sensory processing challenges in children
It is not always easy to spot children with sensory or auditory processing difficulties. To better understand children with sensory needs, it helps to know that sensory processing challenges are often described in two broad ways: sensory avoidance and sensory seeking. NHS guidance explains that some children may struggle to cope with certain sensory experiences and try to avoid them, while others may seek out extra sensory input to help themselves regulate.
Understanding sensory avoidance and sensory seeking
- Sensory avoidance
Some children present an adverse reaction to stimuli. For example, a child may consistently shield their eyes from bright lights or block their ears at the sound of the school bell. These responses can be a sign that sensory input feels too intense or overwhelming.
Sensory seeking
Some children are under-responsive to natural stimuli around them, which can result in their search for a more powerful stimulus, such as spinning, running or jumping. Sensory-seeking behaviour may also include constantly touching objects, craving movement or appearing always on the go.
How the senses may be affected
When observing a child’s sensory behaviour, we are often looking at how they react to different types of input.
Auditory
A child may show hypersensitivity to everyday sounds such as a car alarm, hand dryer or washing machine.
Taste and smell
A child may refuse certain foods, avoid unfamiliar smells or rely on one bland “safe” food. Others may actively seek strong tastes or smells and want to open bottles or jars to explore them.
Sight
Some children may need to avoid visually busy spaces, colourful patterns or bright lighting. Others may seek stimulating visuals such as glowing lights or fast-moving images.
Movement
A child may resist activities such as swinging, spinning or skipping. A sensory-seeking child may instead crave stronger movement experiences such as bouncing, climbing or jumping repeatedly.
Body awareness
Some children may find it difficult to interpret sensory messages from muscles, joints and tendons. This can affect coordination, awareness of force and spatial judgement, sometimes leading to bumping into objects or using too much pressure. NHS and school-based SEND guidance notes that sensory processing differences can affect attention, learning and everyday functioning.
It may become apparent that a child’s behaviour is influenced by sensory issues. Some sensory environments can feel so intense that the child reacts with emotional outbursts, distress or shutdown. Equally, when a sensory-seeking child cannot access the input they need, this can also affect regulation and behaviour.
What can be done to support children with sensory processing challenges?
There are strategies available to support children with sensory issues, and the best approach will vary depending on the child’s profile.
Sensory-friendly spaces
A quiet, peaceful space with dim lighting may support a sensory-avoidant child. For a sensory-seeking child, a space with fidget tools, movement breaks, weighted items or other regulating resources may be more helpful. Occupational therapy guidance supports using sensory approaches thoughtfully and individually.
Visual resources
Visual supports can offer a more concrete way to process information than verbal instructions alone. This may help a child whose brain is already working hard to manage sensory input.
For example, a “quiet” or “stop” sign can be used alongside speech when a child starts to escalate. This can reduce the amount of verbal input at a moment of overload.
Colourful timers can also help by turning an abstract concept such as time into something visible and predictable.
Occupational therapy
Occupational therapists can assess sensory processing differences and suggest strategies, routines and interventions to support regulation and participation. RCOT notes that occupational therapists use a range of sensory approaches and interventions with children and young people.
Simplified language
When a task is broken into shorter sections and explained using simpler language, it can reduce the overwhelm that often comes with sensory overload.
Structure and patience
Predictability, patience and flexibility can support a child’s autonomy and reduce sensory stress. If adults place too many expectations on a child or expect a response too quickly, this can unintentionally create more difficulty.
Jasmine, a SEND teacher in a high school in Hertfordshire, describes her experience with Seb, a Year 8 pupil with verbal difficulties linked to sensory processing delay:
“When I asked him a question, he was unable to speak for at least 30 seconds. If I repeated the question, he would become irritated. Initially he was silent with no eye contact. However, through the consistency of the relationship between us, he now makes eye contact and is also more responsive whilst processing his answer. More recently he says ‘well’ to me as he is considering the question. He will also raise a giggle as he considers a response. The whole tone has changed; I think this is down to familiarity and trust.”
Case study: a multi-sensory learning approach
Challenge
Asha, aged eight, had dyslexia and sensory processing disorder and had not yet grasped the basics of reading.
Intervention
SENsational Tutor Jane used a multi-sensory strategy to support her learning. Audio recordings helped Asha blend sounds into words. She then used coloured magnetic letters to spell the word she had just learned.
Outcome
Once Asha grasped the technique, she progressed from three-letter to six-letter words within weeks. She also enjoyed ending lessons by recreating words in glitter glue, adding a creative sensory element to consolidate learning.
Multi-sensory approaches can be effective because they engage more than one sense at once, creating more routes for information to be processed and retained.
Final Thoughts
Teachers and parents can make a meaningful difference for children with sensory processing challenges by recognising patterns, reducing overwhelm and adapting the environment. Small changes such as visual supports, simplified language, sensory-friendly spaces and patient, consistent relationships can help restore equilibrium and open the door to more inclusive learning.
Discover Specialist Tutoring That Adapts to Your Child’s Sensory Needs
Finding the right tutor for a child with sensory processing challenges can be difficult, especially when sensory overload or unmet sensory needs are affecting learning. Many families need support that goes beyond academics and understands the importance of regulation, patience and the right environment.
Our experienced tutors tailor their approach to each child’s sensory profile, using calm, flexible and supportive strategies that help children feel safe and ready to learn. We are honoured to be 5-star rated by the families we support, reflecting our commitment to helping every child thrive.
Frequently Asked Questions
What are sensory processing challenges in children?
Sensory processing challenges affect how a child notices, interprets and responds to sensory input such as sound, movement, touch, taste, smell and visual information. They can influence behaviour, attention, learning and emotional regulation.
What is the difference between sensory avoidance and sensory seeking?
Sensory avoidance happens when a child finds certain input overwhelming and tries to avoid it. Sensory seeking happens when a child looks for extra input, such as movement, pressure or sound, to help themselves feel regulated.
Can sensory processing challenges affect behaviour at school?
Yes. Sensory overload or unmet sensory needs can affect concentration, emotional regulation and classroom participation. This may sometimes look like distress, shutdown, restlessness or frustration.
How can teachers support children with sensory processing difficulties?
Teachers can help by using visual supports, simplifying language, allowing processing time, creating calm spaces and adapting activities to suit a child’s sensory profile. Occupational therapy input can also be valuable where needed.
Should I speak to an occupational therapist about sensory processing issues?
If sensory differences are affecting your child’s daily life, learning or wellbeing, occupational therapy support may help identify strategies and approaches tailored to their needs.
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.
