@eavy.ot.space: 🧠📚 Sensory Processing Differences Series — Part 6: Sensory Processing at School School is full of sensory experiences—bells ringing, chairs moving, bright lights, busy hallways, crowded cafeterias, classroom chatter, art supplies, transitions, and sitting for long periods. For some children, processing all of this sensory information while also trying to learn can be a lot. 💜 Sensory differences at school may look like: 🎧 Covering ears or becoming overwhelmed by noise 🏃 Frequently moving, fidgeting, or leaving their seat 💭 Appearing distracted or “zoned out” 💡 Avoiding bright, busy, or crowded environments ✋ Disliking certain textures or classroom materials ⏳ Having difficulty with transitions or unexpected changes 🧘 Needing quiet time or sensory breaks before returning to learning ✏️ Having difficulty with tasks such as handwriting, cutting, or managing classroom materials These behaviors aren’t always about motivation, effort, or compliance. Sometimes, a child’s nervous system is working hard to manage the sensory demands of the school environment. Instead of asking, “Why can’t they just sit still and focus?” consider asking: 💭 “What does this child’s nervous system need in order to feel safe, regulated, and ready to learn?” Support might include movement breaks, quieter spaces, predictable routines, visual supports, flexible seating, sensory tools when appropriate, and collaboration between the child, family, teachers, and therapy team. 🌱 Most importantly, support should be individualized. A strategy that helps one child may not help another. 💜 When we understand sensory differences, we can create classrooms where children don’t simply have to fit in—they have the support they need to participate, belong, learn, and thrive. ✨ Support + Acceptance + Connection = A more inclusive learning environment. EAVY OT Space | Embracing All Versions of You #neurodivergent #sensoryprocessingdisorder #SensoryAtSchool #SensoryRegulation #autism

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Monday 12 October 2026 15:44:42 GMT