Understanding Sensory Processing Challenges in Children

For many children, the world is full of wonder—sights, sounds, textures, and movement. But for some—particularly autistic and neurodivergent children—the everyday sensory experiences that most of us take for granted can feel overwhelming, confusing, or even distressing.

This post explores what sensory processing differences are, how they commonly affect children, especially those on the autism spectrum, and how families, schools, and professionals in the UK can support children with sensory needs in a compassionate and practical way.

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What Is Sensory Processing?

Sensory processing refers to how the brain receives and interprets information from the senses: sight, sound, touch, taste, smell, balance (vestibular), and body awareness (proprioception). Most people filter and respond to this sensory information without much thought. But some children have difficulty processing this input in a way that feels manageable.

These challenges are often referred to as sensory processing difficulties or sensory integration differences. In the UK, while Sensory Processing Disorder (SPD) is not currently a standalone diagnosis recognised by the NHS, many professionals acknowledge it as a real and impactful set of challenges—particularly for autistic children and those with ADHD or other neurodevelopmental conditions.

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How Sensory Processing Affects Autistic and Neurodivergent Children

Sensory issues in autism are very common and can significantly affect how a child interacts with their environment. A child may be:

• Hypersensitive – easily overwhelmed by sensory input such as loud noises or bright lights

• Hyposensitive – under-responsive and may seek out more sensory stimulation, like spinning, crashing, or loud sounds

Common sensory sensitivities include:

• Auditory: Loud environments (e.g. school halls, hand dryers, alarms) can be distressing

• Visual: Bright lights, flashing images or cluttered spaces can feel confusing or overwhelming

• Tactile: Certain fabrics, seams in socks, labels in clothing, or messy play may be unbearable

• Olfactory/Gustatory: Strong smells or food textures can lead to aversions or refusal to eat

• Proprioceptive/Vestibular: A child may crave deep pressure or struggle with balance and coordination

These sensory experiences can result in meltdowns, shutdowns, or sensory-seeking behaviours, especially when a child’s environment doesn’t meet their sensory needs.

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Recognising Sensory Processing Challenges in Children

Parents, carers, and educators may notice certain patterns or behaviours that point to sensory processing differences. These can include:

• Covering ears frequently or reacting strongly to sudden noises

• Avoiding certain clothes or refusing to wear shoes/socks

• Reluctance to join group activities or crowded spaces

• Constant movement, jumping, or spinning

• Difficulties with fine motor skills or balance

• Overreactions to touch, or seeming unaware of pain

It’s important to recognise that these behaviours are not “naughty” or deliberate. They are often signs that a child is struggling to manage sensory overload or is trying to self-regulate in a stimulating world.

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Supporting Children with Sensory Processing Differences

Creating a sensory-aware and inclusive environment can make a world of difference for children with sensory needs. Here are some strategies that families and schools in the UK can use:

1. Understand the Child’s Sensory Profile

No two children are the same. Some are more sensitive to sound, while others may seek out movement or deep pressure. Observing when and where a child becomes dysregulated can help identify triggers and needs.

2. Use Sensory Supports and Tools

Simple tools and accommodations can reduce distress and support self-regulation:

• Ear defenders or noise-cancelling headphones in noisy places

• Chewigem necklaces or fidget toys for oral or tactile input

• Weighted blankets, lap pads, or body socks to provide deep pressure

• Visual timetables and now/next boards to aid with transitions

• Calm corners or sensory rooms in school settings

3. Occupational Therapy (OT)

In the UK, an occupational therapist (OT) with training in sensory integration therapy can assess and support a child with sensory differences. They may offer a sensory diet—a personalised plan of activities designed to help the child feel regulated throughout the day.

Access to OT may be via local NHS services (though waiting times can be long), or through private practitioners.

4. Create Sensory-Friendly Environments

Whether at home, in school, or out in the community, small changes can make spaces more accessible:

• Use soft lighting or dimmer switches

• Avoid strong air fresheners or cleaning product smells

• Provide quiet spaces in classrooms

• Let children wear comfortable clothes that suit their needs

• Reduce visual clutter where possible

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Embracing Neurodiversity

Children with sensory differences are not broken—they experience the world in beautifully unique ways. Rather than trying to “normalise” them, we must shift our focus to accepting neurodiversity and creating environments that work for everyone.

When we listen to neurodivergent voices and design inclusive spaces, we empower children to thrive in their own way.

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Final Thoughts

Understanding and supporting sensory processing differences in children is a vital part of creating a more inclusive, compassionate society. Whether you’re a parent, teacher, SENCO, or professional, recognising the impact of sensory needs—and responding with empathy—can transform a child’s daily life.

If you’re concerned about your child’s sensory responses, speak with your GP, school SENCO, or ask for a referral to an occupational therapist. Early support can make a lasting difference.