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Sensory Needs

Sensory processing refers to how the brain receives, interprets, and responds to information from the senses. Many children and young people who are neurodivergent experience sensory differences. These differences can affect how they feel, behave, learn, and cope in everyday situations.

This video was developed by the National Autistic Society to show you what it could feel like to experience sensory overload.

 

This section explains why sensory differences may occur, what they might look like, and how parents and carers can support their child.

 

Differences in sensory integration

The brain may process sensory information more slowly or intensely. This can make certain situations feel:

  • Overwhelming
  • Confusing
  • Exciting
  • Difficult to predict

Emotional and physiological factors

A child’s sensory experience may be influenced by:

  • Fatigue
  • Hunger
  • Stress or anxiety
  • Overload from previous activities
  • When a child is already overwhelmed, they may react more strongly to sensory input

Developmental and motor needs

Children with motor skill challenges, DCD, or proprioceptive differences may rely heavily on sensory feedback to understand where their body is in space.

Differences in sensory integration

The brain may process sensory information more slowly or intensely. This can make certain situations feel:

  • Overwhelming
  • Confusing
  • Exciting
  • Difficult to predict

Emotional and physiological factors

A child’s sensory experience may be influenced by:

  • Fatigue
  • Hunger
  • Stress or anxiety
  • Overload from previous activities
  • When a child is already overwhelmed, they may react more strongly to sensory input

Developmental and motor needs

Children with motor skill challenges, DCD, or proprioceptive differences may rely heavily on sensory feedback to understand where their body is in space.

Sensory needs can vary widely between children and may change throughout the day.

Oversensitivity (Hypersensitivity)

Children may:

  • Cover their ears in noisy places
  • Avoid bright lights or busy environments
  • Find certain clothing or textures uncomfortable
  • Avoid crowded spaces or social situations
  • Become overwhelmed or distressed by smells or sudden noise

Undersensitivity (Hyposensitivity)

Children may:

  • Seek movement (running, jumping, spinning)
  • Enjoy deep pressure or tight hugs
  • Touch objects frequently
  • Not notice pain, temperature, or hunger as quickly
  • Seek loud sounds or fast‑paced activities

Sensory seeking and sensory avoiding

Some children alternate between seeking and avoiding depending on:

  • Their mood
  • The environment
  • Their energy levels
  • Whether they’re already overwhelmed

Sensory overload

When too much sensory information builds up, a child might:

  • Have a meltdown or shutdown
  • Withdraw from others
  • Become tearful or irritable
  • Struggle to follow instructions
  • Become physically restless or distressed

Impact on daily life

Sensory differences can affect:

  • Eating (texture sensitivities)
  • Sleep
  • Concentration
  • Social interactions
  • School activities (e.g., assemblies, PE, transitions)

We all experience the world through our senses and may at times feel overwhelmed in some environments but children and young people who are neurodivergent experience genuine stress or cognitive overload. This may cause challenging behaviour at times.

These behaviours are not “naughty” or “defiant” — they are reactions to sensory experiences that feel intense or difficult to manage.

Sensory needs can vary widely between children and may change throughout the day.

Oversensitivity (Hypersensitivity)

Children may:

  • Cover their ears in noisy places
  • Avoid bright lights or busy environments
  • Find certain clothing or textures uncomfortable
  • Avoid crowded spaces or social situations
  • Become overwhelmed or distressed by smells or sudden noise

Undersensitivity (Hyposensitivity)

Children may:

  • Seek movement (running, jumping, spinning)
  • Enjoy deep pressure or tight hugs
  • Touch objects frequently
  • Not notice pain, temperature, or hunger as quickly
  • Seek loud sounds or fast‑paced activities

Sensory seeking and sensory avoiding

Some children alternate between seeking and avoiding depending on:

  • Their mood
  • The environment
  • Their energy levels
  • Whether they’re already overwhelmed

Sensory overload

When too much sensory information builds up, a child might:

  • Have a meltdown or shutdown
  • Withdraw from others
  • Become tearful or irritable
  • Struggle to follow instructions
  • Become physically restless or distressed

Impact on daily life

Sensory differences can affect:

  • Eating (texture sensitivities)
  • Sleep
  • Concentration
  • Social interactions
  • School activities (e.g., assemblies, PE, transitions)

We all experience the world through our senses and may at times feel overwhelmed in some environments but children and young people who are neurodivergent experience genuine stress or cognitive overload. This may cause challenging behaviour at times.

These behaviours are not “naughty” or “defiant” — they are reactions to sensory experiences that feel intense or difficult to manage.

Observe and identify sensory triggers

Notice what makes your child:

  • Calm
  • Anxious
  • Excited
  • Overwhelmed
  • Patterns help you plan supportive strategies

Create a sensory-friendly environment

  • Reduce noise, clutter, or bright lighting when needed
  • Use blackout blinds, lamps, or quieter spaces
  • Provide ear defenders, sunglasses, or comfort items

Support regulation with sensory activities

Depending on your child’s needs, these may help:

  • Deep pressure (weighted blankets, tight hugs)
  • Movement breaks (jumping, walking, swinging)
  • Fidget tools
  • Calm-down spaces with soft lighting
  • Chewing tools or crunchy snacks

Prepare your child for new sensory experiences

  • Explain what will happen in advance
  • Use visual supports or social stories
  • Visit new places at quieter times
  • Allow them to take sensory tools with them

Build in sensory breaks

Short, regular breaks can prevent sensory overload. These may include:

  • Stretching
  • Quiet time
  • Using a sensory toy
  • Taking a short walk

Support emotional understanding

Help your child recognise sensory-related feelings:

  • “The noise is too loud for you. Let’s take a break.”
  • “You need some movement — shall we jump together?”

Celebrate their strengths

Many children with sensory differences have:

  • Strong creativity
  • Great attention to detail
  • Intense passions and focus
  • Strong awareness of their environment
  • Reassure them that everyone experiences the world differently.

Observe and identify sensory triggers

Notice what makes your child:

  • Calm
  • Anxious
  • Excited
  • Overwhelmed
  • Patterns help you plan supportive strategies

Create a sensory-friendly environment

  • Reduce noise, clutter, or bright lighting when needed
  • Use blackout blinds, lamps, or quieter spaces
  • Provide ear defenders, sunglasses, or comfort items

Support regulation with sensory activities

Depending on your child’s needs, these may help:

  • Deep pressure (weighted blankets, tight hugs)
  • Movement breaks (jumping, walking, swinging)
  • Fidget tools
  • Calm-down spaces with soft lighting
  • Chewing tools or crunchy snacks

Prepare your child for new sensory experiences

  • Explain what will happen in advance
  • Use visual supports or social stories
  • Visit new places at quieter times
  • Allow them to take sensory tools with them

Build in sensory breaks

Short, regular breaks can prevent sensory overload. These may include:

  • Stretching
  • Quiet time
  • Using a sensory toy
  • Taking a short walk

Support emotional understanding

Help your child recognise sensory-related feelings:

  • “The noise is too loud for you. Let’s take a break.”
  • “You need some movement — shall we jump together?”

Celebrate their strengths

Many children with sensory differences have:

  • Strong creativity
  • Great attention to detail
  • Intense passions and focus
  • Strong awareness of their environment
  • Reassure them that everyone experiences the world differently.