Tracing letters in paint, dressing up for make-believe, or singing the ABCs. These rich, multisensory activities are at the heart of effective early childhood education. At the same time, children are absorbing and processing a constant flow of sensory input. They might hear other children chattering, smell glue at the art table, feel a new fabric on their arms, and see bright and busy posters on the wall—all while trying to learn and focus.
What does that mean for children with sensory processing needs? How can you ensure children who feel under- or overwhelmed by sensory input remain focused and engaged in the classroom?
With the right accommodations, you can nurture every child’s growth, no matter how they experience the world. In this article, we’ll explore how to recognize sensory challenges and support children with different sensory needs.
What are the signs of sensory processing challenges?
Have you ever noticed a child tugging at their shirt tag repetitively, refusing to touch sand in a sand table, or covering their ears during group music time? These could be signs of sensory processing challenges.
There is a difference between “typical” sensory issues and sensory processing disorder (SPD). According to Christy Isbell, PhD, OTR/L, co-author of Sensory Integration: A Guide for Preschool Teachers, we’re all sensitive to particular sensory input. Yet, sensory preferences are different from sensory processing disorder, which is the brain’s inability to process sensory information in an effective way.
Children diagnosed with sensory processing disorder exhibit a strong reaction or underreaction to sensory input that makes it difficult for them to function in daily life. For preschoolers, this can look like constant fidgeting, frequent meltdowns, or difficulty concentrating. These are all barriers to effective learning.
Sensory processing disorders are also relatively common, affecting at least 1 in 20 children ages 4-8. This number includes children without autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), or a learning disability, who are often more prone to sensory problems. According to Dr. Isbell, this means that anyone working in an early childhood classroom will likely teach a child with sensory processing disorder at some point.
It’s important to keep in mind that not every child with sensory processing needs will have a formal diagnosis. Here are a few behaviors that may point to potential challenges, according to Wired Differently: A Teacher’s Guide to Understanding Sensory Processing Challenges by Keriann Wilmot, OTR/L:
- Difficulty settling down or sitting still
- Trouble with transitions between activities or areas in the classroom
- Overly sensitive to bright lights, loud noises, or unexpected sounds
- Showing frustration by pushing, hitting, biting, or screaming
- Fidgeting in their chairs or with their hands
- Bolting away from an activity or teacher
Spotting these signs early helps you cultivate an environment that meets the sensory needs of every learner.
What classroom accommodations can you make to support children with sensory processing challenges?
It might be tempting to see a child’s “poor behavior” as the main problem to be solved. However, it’s important to get curious and explore the root of the problem, which may stem from the classroom environment.
Yes, there are times when children may act out to get attention. But as Wilmot states in Wired Differently, they’re most often overreacting to sensory input from the environment. Their sensory issues hinder their ability to learn and participate in the classroom. And these barriers frequently manifest as bad or defiant behavior.
Think about how adults sometimes react when they’re overstimulated. They may lash out after spending hours in a noisy, crowded airport or feel irritable when constant noise or chatter breaks their concentration. Children experience similar overload, but they often lack the skills to manage it—leading to big, usually disruptive, reactions.
Proper accommodations can help reduce the challenges children face in the classroom. With the strategies below, you can foster an environment where every child feels safe, engaged, and ready to learn.
1. Reduce visual clutter
Children with sensory processing needs can become overwhelmed by too much visual stimuli. Anything from bright, vibrant posters to messy stacks of paper can distract them from learning.
Here are a few tips for limiting visual “noise” in the classroom:
- Keep toys and materials in bins and on shelves. Choose low, open shelves so that children can access what they need, even when items are stored away.
- Use clear containers with secure lids. Label the containers with words and matching pictures for easy identification, encouraging independence.
- Cover materials with sheets when they’re not in use. This is a quick way to reduce visual distractions and clutter when there’s no time to tidy up.
- Minimize wall decorations. Avoid putting too much artwork or unnecessary visuals on the walls.
- Opt for natural or soft lighting when possible. Harsh lighting can cause discomfort that leads to irritability, anxiety, and meltdowns.
- Fill the space with neutral, natural tones. This creates a calm backdrop for children to feel safe and focused.
It’s always best to reinforce learning without overstimulating children. Making the environment comfortable for those with sensory needs benefits everyone in the class.
2. Use flexible seating options
Flexible seating helps children with sensory needs manage their energy and stay focused. Chairs that bounce, rock, or wiggle give them just enough stimulation to keep them engaged without becoming distracted. But every child has a unique way of learning. And flexible seating can also help children who learn best through movement and hands-on activities.
Some flexible seating options include:
- Balance and exercise balls
- Active seat cushions
- Cozy couches
- Wiggle seats
- Stools
As a rule of thumb, choose the right chair size for children. They should be able to plant their feet firmly on the floor, with their knees bent at a 90-degree angle. When children’s feet dangle, they tend to fidget, making it harder for them and others to focus.
3. Provide easy access to fidgets
Fidgeting is one way children regulate themselves, and it varies from child to child. Some fidget with their entire bodies—like rocking back in their chairs or constantly shifting their body positions. Others do it with their hands, and you’ll often find them twirling a pencil or playing with their clothes during class.
For children with “wiggly” hands, fidgets are a simple and safe way to channel their energy with minimal disruption. Teachers can place tools at children’s desks, on classroom tables, or in a designated fidget zone. Allow them to pick a fidget from a classroom sensory bin and take a few minutes to self-regulate before rejoining their peers.
Each child has unique sensory preferences. Make sure your sensory bin includes items that children can twist, bend, squeeze, and spin. Offering a variety of fidgets, tactile tools, or sensory items ensures each child can find something that meets their needs. Some examples include stress balls, tangle toys, slime, textured balls, and fidget spinners.
4. Designate spaces for quiet and movement
Preschool classrooms can get chaotic. For some children, the clash of different sounds, sights, textures, and smells can overload their senses. A quiet, cozy corner gives children with sensory processing challenges a much-needed respite. Fill the space with plush carpets, soft surroundings, and furniture like tunnels and arches to hide out in. Round it out with a pair of noise-reduction headphones to offer a space of calm and tranquility.
There are other times when children need space to “get their wiggles out.” A movement corner gives them the active movement they need without leaving the classroom or seeking support from a teacher. In Wired Differently, Wilmot recommends giving children 3-5 example exercises to do in an obstacle course format.
Here’s what a trip to the movement corner can look like for young children:
- Downward dog pose for 10 seconds
- 5 jumping jacks
- Push the wall for 10 seconds
- 10 frog jumps
- 5 sit-ups
Giving children space to recharge—whether through movement or rest—fosters critical self-regulation skills. Over time, they’ll become more independent and empowered to meet their own sensory needs.
5. Stock your classroom with weighted items
Weighted items help children with sensory processing needs calm their minds and bodies. But what’s the science behind it? These items use deep pressure to activate the body’s “rest and digest” system. Turning on this system releases “feel-good” chemicals that produce a calming effect. When children are calm, they’re more attentive, focused, and prepared to learn.
There are several weighted items you can bring into the classroom, such as blankets, lap pads, and stuffed animals. They should be no more than 5–10% of the child’s body weight and used for no longer than 20 minutes at a time, always with an adult watching.
6. Add sensory tables and bins to your learning centers
Sensory tables and bins are ideal for children who struggle with self-regulation. Engaging with sensory textures, like kinetic sand, play dough, tactile and textured toys, and even water, can help calm them down and improve their focus.
But Wilmot warns against overusing this approach. Too much stimulation can quickly lead to a meltdown or tantrum, especially for children who are more sensitive to touch. Consider including a variety of textures, adding tools like tweezers, shovels, and sifters, offering plastic gloves, or incorporating other sensory activities to avoid overwhelming sensitive children.
Ready to create a classroom environment that meets every child’s sensory needs?
Take a look around your preschool classroom. There’s a good chance that at least one child has sensory processing needs. Children who struggle to take in and process sensory input often show behaviors that interfere with learning. But with the right accommodations, children can learn and grow alongside their peers in the classroom.
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