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Sensory Strategies
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Authors
Editors
Date
2025
Educational Level
ISCED Level 0 Early Childhood Education
ISCED Level 1 Primary Education
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This action research project was carried out in a mainstream primary school to explore how sensory strategies can be embedded throughout the day to support engagement and inclusion. The focus was on Key Stage 1, ensuring that sensory provision was accessible, flexible, and part of everyday classroom practice.
Aims: The primary aim of the research is to explore how a universal sensory offer, alongside personalised sensory strategies, can improve the self-awareness and ownership of sensory needs among children. It seeks to refine the research question through an action research approach, ensuring that the strategies are both relevant and effective in meeting individual children's needs.
Methods: Two cycles of action research were completed. Initial observations and interviews evaluated the impact of daily Sensory Circuits. Findings informed the introduction of classroom-based strategies, including sensory boxes, scheduled sensory breaks, and activities integrated into lessons. Data was gathered through observations, provision maps, teacher questionnaires, and behaviour logs.
Findings: Teachers reported that sensory boxes and regular breaks improved engagement and reduced behaviour incidents. Strategies such as structured Lego play, sensory circuits for individuals, and alerting, organising, and calming activities became part of daily routines. Staff confidence in using sensory approaches increased, and children accessed resources independently. These changes were practical, low-cost, and had a noticeable positive impact on classroom climate.
Implications: The study suggests that other educators may find value in implementing flexible sensory strategies tailored to individual needs within their classrooms. Insights gained from this research practice may enhance understanding of sensory regulation and independent coping mechanisms among young learners with SEND, thereby fostering an inclusive and supportive educational atmosphere. The findings may provoke further exploration of sensory strategies in different educational contexts and their impact on children's learning and development.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), sensory regulation, sensory strategies, universal and individualised provision