Sensory processing needs

What is sensory processing?

Sensory processing is using our senses to carry out everyday activities. Our brain takes in information from all our senses to help us understand and respond to the world. This affects how we think, feel and behave. Most people learn to process sensory input as they grow and develop.

Children can be under sensitive (doesn't get enough sensory input) or over sensitive (gets too much sensory input). These behaviours can vary depending on the sensory system affected.

Sight

Under responsive:

  • Needs lots of visual stimulation
  • Enjoys bright environments
  • Watches lights or reflective surfaces

Over responsive:

  • Dislikes bright light
  • May want to wear a cap or keep their hood up
  • Can become overwhelmed by too many lights or colours


Smell

Under responsive:

  • Seems unaware of strong smells
  • May seek out strong smells (for example, smearing)

Over responsive:

  • Notices smells that others don’t
  • Smells can cause stress or make it hard to focus
  • Bothered by everyday household scents, perfume, or aftershave


Hearing

Under responsive:

  • Talks loudly
  • Enjoys loud noise
  • May not pick up usual auditory cues (for example, not responding when their name is called)

Over responsive:

  • Avoids loud noises
  • Covers ears
  • May feel anxious before loud noises happen
  • Distracted by background noise

Taste

Under responsive:

  • Eats or mouths non‑food items
  • Craves strong flavours (for example, spicy or salty foods)

Over responsive:

  • Dislikes strong tastes
  • Prefers foods at a consistent temperature
  • May gag on certain tastes
  • Struggles to try new foods
  • May be a fussy or picky eater

Touch

Under responsive:

  • May appear heavy‑handed
  • Enjoys messy play and different textures
  • Touches things frequently
  • May walk on their toes

Over responsive:

  • Seeks hugs or touch only on their own terms
  • May appear to overreact to touch
  • Bothered by certain fabrics or clothing labels
  • May walk on their toes

Proprioception

(Knowing where your body is in space without looking)

Under responsive:

  • Frequent bumps, trips, or falls
  • May appear poorly coordinated
  • Leans on furniture or other people
  • Relies heavily on vision for movement (for example, watching their feet on stairs)

Vestibular

(Balance and spatial orientation)

Under responsive:

  • Finds it hard to sit still
  • Seeks movement
  • Runs rather than walks
  • Enjoys spinning or being upside down

Over responsive:

  • Struggles with movement (for example, in cars or on escalators)
  • Becomes dizzy easily
  • Finds busy places with lots of movement difficult

Interoception

(Understanding signals from inside the body)

Under responsive:

  • May not notice when hurt or unwell
  • May not recognise hunger or fullness
  • Poor awareness of needing the toilet
  • May not notice being too hot or too cold

Over responsive:

  • May frequently report pain or be very sensitive to it
  • Strong hunger signals and difficulty waiting for food
  • Struggles to cope with being too hot or too cold

Children may be too sensitive to some types of sensory input and less sensitive to others. This can affect how they behave and respond to everyday situations.

A system-wide graduated approach is being developed based on best practice.

Support is offered at different levels depending on the child’s needs:

  • universal support - most children benefit from general support. This includes giving parents and professionals clear, helpful information
  • targeted support: some children may need more focused help where their individual sensory needs are clearly identified and specific strategies are used to support them
  • specialist support: a small number of children may need specialist input which may involve an individual assessment by the most appropriate professional

Lancashire and South Cumbria sensory processing position statement

Everyone processes sensory information, so it’s helpful to understand how it affects us.

Watch the following YouTube videos by North Cumbria Integrated Care (NCICNHS). We recommend watching them in order:

Video 1 – How we use our senses (20 minutes)

 

Video 2 – Recognising our sensory needs (30 minutes)

 

Video 3 – Supporting our sensory needs (20 minutes)

Visit Cumberland Council’s page Developing skills for physical activities for guidance on movement and coordination.

Strategies for the classroom

An overview of sensory-motor development and simple strategies you can use in the classroom.

Here are some useful websites and booklets with practical advice and videos to support children with sensory needs:

There are several services and programmes available in Lancashire and South Cumbria to support children with sensory needs.

Avoidant restrictive food intake disorder (ARFID)

Local support for children with ARFID or suspected ARFID and for families affected by ARFID.

Programmes and training

  • Moving 2 Write programme - helps children develop sensory-motor and pre-writing skills. Pre-schools and early years settings can access the programme through their Early Years advisor.
  • Sensory Lead Approach - schools and education providers can access free training for staff to become sensory leads.

Weighted products

Neurodiverse information, advice and guidance

Local area local offers and graduated approach toolkits

 

Accessibility tools

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