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Flexible Seating for Sensory Needs
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Authors
Editors
Date
2025
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study explores the impact of flexible seating and creatively zoned classroom environments on children with sensory needs, particularly those with social, emotional, and mental health challenges. It takes place within a resource base in a mainstream primary school setting, focusing on enhancing comfort and engagement to promote positive behaviour for learning.
Aims: The research aimed to investigate how alternative seating arrangements and sensory-friendly classroom design could support children's access to learning. It sought to understand pupil and teacher preferences and evaluate the impact of environmental changes on behaviour and engagement, refining the research question through iterative cycles.
Methods: Two cycles of action research were undertaken. Data collection included pupil drawings, discussions, teacher questionnaires, and classroom observations. Following initial feedback, the resource base was redesigned to include zoned areas, varied seating, sensory lighting, and calming spaces. Behaviour tracking and teacher reflections were used to assess impact. Ethical consent was obtained to publish anonymised data.
Findings: Children and teachers preferred classrooms with soft seating, sensory lighting, and flexible zones for work, play and relaxation. Traditional rows of desks were consistently viewed negatively. After implementing environmental changes, pupils showed improved emotional regulation, reduced behaviour incidents, and increased engagement. Teachers noted that flexible seating allowed pupils to move freely and choose where to work, contributing to a calmer atmosphere and better learning behaviours.
Implications: The study indicates that understanding children's perceptions of their learning environments can inform classroom design to better support sensory needs. Teachers may learn about the importance of creating balanced, engaging spaces that prioritise comfort, choice, and opportunities for imaginative play while minimising factors that contribute to discomfort or disengagement. This research underscores the necessity for ongoing dialogue about classroom environments and the ways they are experienced by children.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), social-emotional-mental health needs (SEMH), flexible seating, sensory needs, positive regulation