Sensory regulation refers to how we manage the sensory information we receive from the world around us. In a busy school environment, pupils are constantly processing sounds, lights, movement, smells, and textures, often without realising it. For many students, especially those with additional needs, sensory regulation is crucial for feeling calm, focused, and ready to learn.
Here comes the science bit…
At the core of sensory regulation is the autonomic nervous system, which regulates our unconscious actions and involuntary processes. Part of this system, the sympathetic nervous system’ is responsible for our actions under stress, and how we respond when our senses are triggered in a way that we perceive as potentially threatening.
When students feel overwhelmed by sensory input, the vagus nerve sends signals that trigger a ‘fight, flight, or freeze’ reaction, making learning and engagement much harder as the body and brain are pre-occupied in analysing and responding to the potential threat. Understanding this brain-body connection helps schools see behaviours not as defiance, but as a need for support.
A child who struggles to process sensory input may appear distracted, anxious, or reactive. These behaviours are often a form of communication: the classroom environment might be too noisy, unpredictable, or under-stimulating for their nervous system to manage effectively.
Recognising this is the first step in creating truly supportive learning environments.
Creating Sensory-Aware Classrooms
Supporting sensory regulation doesn’t require a complete school redesign. It starts with awareness and small, deliberate actions. Staff who understand how sensory regulation affects learning can respond early, offering adaptations that prevent overwhelm rather than reacting to escalated behaviours.
Providing calm corners, predictable routines, and access to movement tools or mini-breaks can make a tangible difference. It’s important to remember that sensory regulation is highly individual – what soothes one child may overstimulate another. Listening carefully to students and working alongside families strengthens the support network, so a strong pastoral and learning support department is also crucial.
While this level of individualised support may seem impossible in a class of 30+ students, embedding sensory regulation isn’t just about meeting the needs of a few. Encouraging staff to use neutral lighting, reduce background noise where possible, and be mindful of sensory load during transitions can make a significant difference. These whole-class strategies mean students with sensory sensitivities are supported automatically and all students benefit from a calmer environment, without adding pressure to busy teachers.
By recognising the deep connection between sensory regulation and the brain’s stress response systems, schools can move beyond simply managing behaviour. They can build environments where emotional safety, sensory needs, and learning are fully connected, giving every student a stronger foundation to thrive.
If you want support in developing your own sensory awareness strategies (for your students or yourself!), or you’re a leader adding training on sensory awareness in schools to your CPD calendar, get in touch: rachel@concentriccoaching.co.uk
