Sensory Strategies for Mainstream Schools

Newsletter November 2014

Sensory Strategies for Mainstream Schools

Last newsletter we looked at behaviours that may be observed within school that indicate that a pupil has motor coordination difficulties or sensory processing problems. This month I want to focus on just three simple strategies that can easily be put into place within every mainstream primary class to help these children.


jumpiingMovement helps us to keep regulated, calm and organised. It helps us to concentrate and keep focused. Movement also helps us to develop our coordination skills.

Think about the amount of movement opportunities that pupils are getting throughout the day. These can often easily be increased. Look at how well break and lunch times are being used. Try and increase the amount of movement opportunities in the classroom. Simple things like getting everyone in the class to do 10 chair press ups will help all children in the class to focus better. Or why not introduce a 5 minute dance or exercise routine at the start of the day, or after lunch.

 Fidget Toys

kooshMany people fidget with things in their hands, adults as well as children, when they are thinking and concentrating. Have a box of fidget toys that are readily available to give to children who fiddle. This will help them to concentrate and stay on task.


5407840_000We all use oral motor input as a tool to help regulate ourselves, and very often unconsciously. We may chew a pen, bite our nails, yawn, smoke, bite our lips or tongue, put our hands to our mouths.

Oral motor input may help us to become more alert, or it may be used to help calm us. We may use oral motor input when we are really trying to focus and concentrate.


71cTHI6EJML._SL1500_Provide children with chewy jewellery or pencil toppers.

There is a variety of companies selling chewy jewellery.‘CHEWIGEM’ have a range of chewy jewellery.

Chewy pencil toppers such as these provide great, unobstrusive chewers within the mainstream classroom

Where can I get more information?


Introduction to Sensory Integration and Sensory Processing Disorder (Sensory Course 1)

Tuesday 11 November 2014

Some people don’t behave as we expect them to – not because they won’t, but because they can’t. Inefficient processing of sensory messages that come from their body and environment often cause this unexpected behaviour. These people may withdraw from physical contact, refuse to participate in typical classroom and playground activities, or respond in an unusual way to ordinary sensations such as touch, movement, sights and sounds.

The aim of this one day course is to provide teachers and health professionals with an understanding of sensory processing disorder and the everyday difficulties the children experience at school and at home. Practical support strategies will be explored from both an educational and therapy perspective.

Sensory Strategies for Children with Sensory Processing Disorder (Sensory Course 2)

Tuesday 2 December 2014

The aim of this one day course is to enable teachers and health professionals who have attended the Introduction to Sensory Integration and Sensory Processing Disorder course to extend their knowledge on sensory integration and sensory processing disorder. The major focus of this course will be to give participants the understanding and skills necessary to identify and analyse sensory behaviours, and then to set up appropriate sensory strategies within home and school.

Please read the Disclaimer and be aware that the information in this newsletter is provided for general information purposes only and does not constitute professional advice.