By Shannon Lopez – Principal Clinical Psychologist

What Is Sensory Processing?

Sensory processing describes the way the brain receives, organises and interprets signals from the senses—touch, sound, sight, smell, taste, movement (vestibular), body position (proprioception) and internal sensations (interoception). For some children, the brain processes these signals differently, leading to sensory processing differences or patterns sometimes described as Sensory Processing Disorder (SPD), though these sensory processing differences are more commonly seen in autistic children. Many autistic children experience sensory reactivity differences—sometimes described in community language as “autistic sensory needs.” Research suggests that up to 90% of autistic individuals experience sensory hyper- or hypo-reactivity.
Research shows that sensory processing differences can affect daily functioning, motor skills, emotional regulation and participation in learning environments. These differences are not deficits—they are expressions of how a child’s nervous system interprets the world. A neurodiversity-affirming lens recognises that sensory experiences shape the way a child moves, learns, plays, and feels safe.

Signs of Sensory Overload (and Other Sensory Patterns)

Sensory processing patterns vary widely among children. Common presentations include:

• Over-responsivity (sensory sensitivity): strong reactions to sound, touch, light, smell or crowded environments, sometimes leading to distress or withdrawal.
• Under-responsivity: seeming not to notice sensory input others notice easily—such as name being called, bumps or cold temperatures.
• Sensory-seeking: craving movement, pressure or tactile input, such as jumping, chewing, spinning or seeking tight hugs.

These signs are often misunderstood as behavioural concerns when they are actually sensory responses driven by the nervous system.

Supporting Children at Home and in Schools

A neurodiversity-affirming approach focuses on adapting environments—not changing the child. Some strategies that parents, caregivers and teachers can employ to support children with sensory processing differences, that are supported by research, include sensory-aware environments, movement breaks, accommodations and multi-disciplinary collaboration.

Below are practical, real-world examples to help bring these strategies to life.

Case Scenario 1: Supporting Sensory Overload at School

Child: A 7-year-old autistic student who becomes overwhelmed by noise and visual clutter during assemblies and transitions.

What Could Help:

• Offering noise-reducing headphones during high-stimulus times
• Allowing the child to enter the classroom early to avoid crowded hallways
• Creating a quiet desk area with softer lighting and reduced visual distractions
• Providing a visual schedule to reduce unpredictability

Why This Could Work:
Research shows that predictable routines and reduced sensory input support regulation and participation for autistic children.

Case Scenario 2: Meeting Sensory-Seeking Needs at Home

Child: A 9-year-old who constantly jumps, crashes into furniture, and struggles to sit still during meals.

What Could Help:

• Building a safe movement circuit at home (mini trampoline, crash mat, soft climbing cushions)
• Offering proprioceptive activities before meals: wall pushes, carrying laundry, animal walks
• Using alternative seating like a wobble cushion or resistance band around chair legs

Why This Could Work:
Proprioceptive input can calm or organise the nervous system and support attention.

A Neurodiversity-Affirming Perspective

Sensory processing differences are not problems to fix—they are meaningful parts of a child’s identity and neurological profile. When adults understand and respond to sensory needs with compassion, children experience:

• increased safety
• improved emotional regulation
• stronger participation in learning
• reduced distress
• greater connection and self-esteem

This is the foundation of neurodiversity-affirming support.

How Spencer Health Can Help

At Spencer Health, our clinicians specialise in understanding sensory processing, SPD and autistic sensory needs through a neurodiversity-affirming lens. We work closely with families and schools to identify sensory patterns and create tailored, gentle, evidence-informed supports.

If you would like guidance on how to support your child at home, school or in the community, we warmly invite you to contact us.

Enquire with Spencer Health to learn how we can support your child’s sensory processing needs.

Autism. (n.d.). Sensory processing. Autism UK. https://www.autism.org.uk/advice-and-guidance/topics/about-autism/sensory-processing

Frontiers in Integrative Neuroscience. (2020). Sensory processing and integration: Findings from neuroscience. Frontiers Media. https://www.frontiersin.org/journals/integrative-neuroscience/articles/10.3389/fnint.2020.00022/full

Frontiers in Psychiatry. (2021). Interoception, emotional regulation and neurodiversity. Frontiers Media.
https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2021.695825/full

National Disability Insurance Scheme. (2022). Evidence review: Sensory-based interventions for children with autism.
https://dataresearch.ndis.gov.au/research-and-evaluation/early-interventions-and-high-volume-cohorts/evidence-review-early-interventions-children-autism/sensory-based-interventions

Sensory Integration Education. (n.d.). What is sensory integration? https://www.sensoryintegrationeducation.com/pages/what-is-si

Trials Journal. (2019). Sensory integration interventions: Clinical trial protocol. BMC Trials.
https://trialsjournal.biomedcentral.com/articles/10.1186/s13063-019-3205-y

Uljarević, M., Baranek, G., Vivanti, G., Hedley, D., Hudry, K., & Lane, A. (2023). A systematic review of sensory processing in autism spectrum disorder. Frontiers in Psychology.
https://pmc.ncbi.nlm.nih.gov/articles/PMC10687592/

Williams, K. L., Kirby, A. V., Watson, L. R., & Baranek, G. T. (2023). Sensory processing challenges and participation in daily life: A conceptual review. Frontiers in Psychiatry.
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