What I sense, how I feel: the classroom sensory environment from the perspective of children with sensory needs

This study, co-designed with educational professionals, uniquely investigated how twenty-three primary school children identified as having sensory needs perceive their classroom sensory environment. It adopted a needs-based, transdiagnostic approachand covered seven senses. Applying framework analysis on semi-structured interviews, it uncovered the biological, psychological and social factors underlying children’s response to sensory input, and its perceived effects on learning. In particular, results emphasised the importance of the meaning, memories and social dynamics attached to sensory input, which are not systematically considered in conceptual frameworks of sensory processing. Responses to sensory input were therefore not characterised in absolute terms but were dependent on the specific time, space and individuals involved. The thematic map generated from this study can be used as a reflexive framework to support collective discussions (which may involve researchers, education professionals, families and children) on the factors influencing children’s response to sensory input in a classroom environment.