What is Sensory Processing Disorder (SPD)

What is it?

Sensory Processing Disorder (SPD) occurs when the brain has difficulty receiving and responding to sensory information. Students may be over- or under-sensitive to sounds, lights, touch, taste, or movement, which then impacts central nervous system function. This can influence regulation, focus and participation in the learning environment.

How can I identify it?

You might notice students:

Become easily distracted or anxious in noisy or bright environments
Avoid certain textures, foods, or clothing
Fidget, rock, or seek movement to self-regulate
React strongly to unexpected sensory input
Seem closed off and unmotivated
Have inconsistent engagement, appears to do better on some days than others

How can I support this student?

Provide a predictable, structured classroom environment
Minimise sensory distractions (noise, lighting, smells)
Welcome students to bring their own tools for self-regulation.
Prepare students for changes or transitions in activities
Meet a student’s sensory overload with empathy, if a student appears to be struggling use soft tone, gentle body language. Sometimes less is more.

How can other students support?

Encourage inclusion without forcing uncomfortable situations.
Be mindful of sensory sensitivities (noise, touch, light).
Offer help if they need adjustments or a quieter space.
Respect their coping strategies and tools (e.g., fidgets).

Hints and Tips

Ask all students to share their preferred learning environment set up in relation to sensory input. Eg. Lighting, door open or closed.
Ask students about about individual triggers and responses
Offer choices to help the student control sensory input
Use calm, clear instructions and modelling
Encourage short breaks or quiet time when needed
If a student does disclose they have sensory needs to you, ask them ‘how can I help when you are in sensory overload?’