Supporting a pupil with sensory processing differences in a mainstream school setting

Meet Jack

Sensory processing differences can affect a young person’s educational experience and emotional wellbeing. A simple, person-centred adaptation can significantly improve participation and engagement.

Jack was attending mainstream secondary school and reported experiencing sensory processing difficulties that affected his ability to access certain aspects of the learning environment. Sensory processing refers to the way the nervous system receives and interprets information from the environment. For some individuals, everyday sensory experiences may be perceived as overwhelming, uncomfortable or distracting, which can affect concentration, participation and emotional regulation.

Jack described feeling that his needs were not always understood by school staff, despite the significant impact sensory challenges were having on his school day.

  • A particular difficulty arose during lessons that involved the use of classroom whiteboards. While these resources were routinely used as part of teaching activities, Jack experienced a strong sensory aversion to them. The tactile experience of handling the whiteboards, particularly residue left by marker pens, led to feelings of discomfort and distress.

    As a result, Jack began to experience anticipatory anxiety before lessons in which whiteboards were used. Following these activities, he reported difficulty regulating his emotional responses and transitioning to subsequent tasks. This affected his ability to maintain concentration and engage effectively with learning.

    Jack also experienced challenges when information was presented on interactive classroom displays. Large amounts of visual information on the screen made it difficult to identify relevant content quickly, resulting in increased cognitive effort and reduced confidence during lessons.

  • The combination of sensory discomfort and anxiety had a significant impact on Jack’s participation in education. Sensory challenges were not limited to physical discomfort but also affected emotional wellbeing, confidence and engagement within the classroom.

    To try and address the issue, Jack discussed his difficulties with a member of staff prior to a lesson. An alternative strategy was suggested, allowing him to complete activities on paper rather than using a whiteboard. However, the arrangement was not consistently understood by all staff involved.

    When attention was drawn to the alternative approach in front of peers, Jack experienced heightened anxiety and embarrassment. The experience reinforced feelings of being different from his peers and ultimately made participation in the lesson more difficult.

The support

Following further discussions with another member of staff, Jack’s sensory needs were explored in greater detail. Rather than focusing solely on the task itself, the discussion considered the underlying sensory barriers that were preventing successful participation.

A personalised adaptation was introduced through the provision of an LCD writing tablet as an alternative to the classroom whiteboard. The device enabled Jack to engage in the same learning activities as his peers without exposure to the sensory triggers associated with the whiteboard.

The adjustment was practical, low cost and easily integrated into the classroom environment.

The outcome

Following intervention, Jack felt a marked reduction in anxiety during lessons involving written responses. He is better able to focus on learning activities and experiences fewer difficulties transitioning between tasks.

The intervention has improved Jack’s classroom participation, increased his confidence and made sure he can engage more effectively with learning. Importantly, it has allowed Jack to access the curriculum without drawing attention to their sensory differences.

These positive outcomes demonstrate the value of listening to someone’s lived experience, using information to inform individualised support strategies.

Why it matters

This case demonstrates that relatively small adjustments can have a substantial impact on a young person’s educational experience.

It’s important to remember that sensory processing differences are often not immediately visible and may be misunderstood as behavioural difficulties, reluctance to participate or personal preference. In practice, sensory challenges can create significant barriers to education and can adversely affect emotional wellbeing when appropriate support is not available.

Our work with Jack highlights the importance of:

  • Recognising the impact sensory processing differences can have on learning and mental wellbeing.

  • Creating opportunities for pupils to communicate their experiences and needs.

  • Implementing reasonable adjustments consistently across staff teams.

  • Adopting a person-centred approach that focuses on understanding the underlying barrier rather than the behaviour observed.

  • Considering simple environmental or equipment-based adaptations that can significantly improve access and participation.

By understanding the relationship between sensory processing, anxiety and participation, professionals can help create environments in which pupils feel supported, included and better able to achieve their potential.

Please note: Jack is not this person’s real name for privacy reasons.