You’re giving important instructions to your students when you notice Sally staring out the window, John is rocking back and forth at the end of the classroom, and now Gary is beginning to have a meltdown and needs your support immediately. Busy, high-energy environments can quickly tip into overwhelming chaos for some children. For many kids –
especially those with sensory processing differences – busy settings can trigger sensory overload, making it difficult for them to focus, communicate, or feel safe. In this month’s blog, we’ll explore quick strategies to help you recognise the signs of sensory overload in the children you support and offer simple interventions that can make a big difference.
Understanding sensory overload
So what is ‘sensory overload’?
Sensory overload occurs when a child’s brain is bombarded with more sensory input than it can process, leading to feelings of overwhelm and distress. When this occurs, everyday environments can sometimes feel overwhelming and intense. Their nervous system struggles to filter and organise incoming stimuli (e.g. teachers’ instructions, classmates’ interactions, the tag on their clothing, sun in their eyes, etc). Sometimes all of these things can build and build, and then something small occurs and the child may experience a meltdown or shutdown. This can lead to the child displaying responses that the adult might feel are disproportionate to the situation (e.g. a meltdown when the child can’t find their pen). Essentially, sensory overload can make it hard for these children to focus, communicate, and feel secure in their surroundings.
Common Triggers
Often we have to become detectives to understand the individual triggers for students – however common sensory factors that can contribute to sensory overload in some children are:
- Lighting: Harsh lighting or rapid changes in brightness, may contribute to sensory discomfort – again good to think about where they sit in class here. I often give a child I’m working with the option to have the light on or off in the room (where possible) and this can give me a clue to their sensory processing preferences.
- Strong smells: Overpowering scents in certain environments can also be a trigger. I have worked with students in the past where the science room smells are so overwhelming they cannot enter the space. I also never wear perfume and use a mild smelling deodorant on the days I see kids.
- Noise: This includes unexpected noises such as kids shouting, alarms, dogs barking or background like the hum of a crowded classroom, a noisy fridge or a fan, can be overwhelming.
- Crowded spaces: High traffic areas such as busy hallways, assemblies, even the spot they sit in class or social gatherings can create a chaotic sensory experience for some bodies.
- Visual clutter: Busy, cluttered spaces with lots of movement or visual distractions can contribute to the overload. Sometimes if there is too much information on the classroom whiteboard or worksheets it makes it hard for little ones to focus on key information. Highlighting key information can be important for these kids – think highlighters, underlining with pen or use of a bold font here.
- Changes in routines or unexpected environments: When changes in routines or unexpected environments occur, it can make it difficult for some children to process the influx of new sensory stimuli – their brains are now on high alert as they do not know what to expect and they are likely going to have a lower threshold for sensory input (you’re already on the back step)! For example, when a new substitute teacher enters the classroom, the unfamiliar voices and person, visual cues, and overall change in the environment compounded by the fact they do not have their safe person there (you) can overwhelm a child’s sensory system, leading to distress, anxiety, or even a meltdown.
What might sensory overload look like in children?
Here are some examples of behaviors (clues) you might notice in children experiencing sensory overload. Please note that this list is not exhaustive, and these behaviors can also indicate other needs from caregivers besides sensory needs.
Withdrawal / Low energy
You may notice the child moving away and retreating from activities, social interactions, and day-to-day activities they need to participate in – sometimes this can be because of or compounded by sensory input from their environment. For example, a child may not join a group discussion or retreat to a quiet corner during a busy class in an open-plan environment where they struggle to filter out background auditory and visual input. Another student might avoid entering the science lab because the strong smells become too much for them to regulate and focus.
Restless / High energy
In contrast to withdrawal where a child may also appear flat or fatigued (with low energy), some students experiencing sensory overload may also appear to have high energy, so high that it doesn’t seem to match the activity they are participating in! For example a child moving around the classroom during learning / talk time on the floor, and maybe they have gone to eat a bite of an apple, then tried to engage another student in a conversation when they are meant to be listening to you!
Easily distractible
You may have worked with students who seem to struggle to maintain their focus compared to same-aged peers in busy environments. They will be the first to notice that bird humming outside, or another student walking by the classroom or that piece of blue string on the floor! They may have difficulty filtering out unnecessary information (sensory stimuli), making it hard for the child to maintain focus in some environments. This could also be the student who might continually look around the classroom during a lesson, missing important instructions because they can’t block out background noise or visual clutter.
Increased meltdowns & big emotions
This example is a common one. Sometimes when a child is experiencing a big emotion and a meltdown, sensory overload may be contributing to their presentation. Of course, there are often other factors at play when children experience meltdowns that may need to be taken into consideration.
- For example, in a noisy and cluttered classroom environment, a student might suddenly stop following teacher instructions and become visibly upset when asked to continue their work. This behaviour could be a signal that they’re struggling to cope with the sensory overload from the constant chatter, loud noises, and visual distractions around them.
- Similarly, consider a situation where a child is given a task in a particularly bright or noisy area of the classroom. Over time, the constant barrage of bright lights and ambient sounds can build up, eventually leading to an emotional overload. The student might then have a meltdown—perhaps by yelling or ripping up their work. It’s weird because you’ve noticed that when they are completing their work in quiet environments they don’t seem to have this reaction? They might be signaling to you that they can no longer manage the sensory demands of that environment.
Quick and easy strategies for reducing sensory overload
When planning sensory strategies for your classroom, it’s helpful to think of them as a two-pronged approach: reducing sensory input that is distressing and increasing what sensory input helps to organise and regulate the body. First, consider which sensory inputs might be overwhelming for your students – like loud noises, cluttered visuals, or strong smells, and take steps to minimise or control these triggers. At the same time, identify the inputs that help to ground and calm them, such as soft lighting, gentle music, or even a supportive deep pressure activity. See below for some detailed ideas on reducing distressing input and increasing regulating input.
Creating a ‘quiet zone’ or a ‘reset space’
A quiet zone is a dedicated space within your classroom designed to minimise sensory input – you might think of it as a little sanctuary where children can retreat when everything becomes too overwhelming. This offers a break from constant sensory stimulation and creates an environment where kids can recharge or reset. You might transform a cozy corner or a small room into your quiet zone – we want it to feel both inviting and secure. You can also add other sensory tools here to support the child’s emotional regulation like noise-cancelling headphones or headphones with access to music can help further block out disruptive sounds. Comfortable seating such as bean bags or cushions, fidgets and mindfulness activities may also be helpful. It is important to clearly label the area and explain how and when to use it with clear expectations.
Thinking of creating a reset space? Read my guide here with everything you need to know, or my sign up to my mail list and get the pdf of the guide here.
Deep pressure & heavy work input
Deep pressure input is a sensory strategy that involves applying firm, consistent pressure to our bodies to help calm the nervous system (think about how you feel after a tight firm hug from someone you trust). Examples of deep pressure activities include; weighted blankets, compression clothing, etc. Heavy work involves activities that require physical effort—think pushing, pulling, or carrying—which provides proprioceptive input that helps ground and organise the body’s sensory system.
Examples of heavy work in the classroom might include tasks like moving chairs, lifting classroom supplies, or engaging in structured physical activities that require muscle engagement. When a child receives deep pressure or engages in heavy work activities, whether through a weighted blanket, hanging on the monkey bars, or even a firm hug from a trusted caregiver (e.g. their mother), it can trigger the release of neurotransmitters like serotonin and dopamine, which is associated with feelings of pleasure and well-being. By using deep pressure input, you can help reduce their sensory overload and support their regulation.
Gold nugget to remember…
Deep pressure and heavy work activities can be used as tools for both:
- Immediate relief in the moment (reactively to sensory overload)
- Proactive self-regulation strategies used throughout the day to support students’ regulation and window of tolerance for distressing sensory input.
Reducing overwhelming sensory input
Creating a calm and focused classroom environment goes beyond designated spaces and sensory strategies. Sometimes, simply reducing the overall sensory load can make a significant difference – think about the differences senses and what might be possible to reduce in your setting.
For example, consider the impact of removing physical/visual clutter where possible from your room. Likewise, simplifying worksheets by reducing unnecessary images or excessive text can make them easier for children to process, ensuring that the focus remains on the essential information.
Noise levels are another significant factor. In a busy classroom, constant background noise can easily overwhelm a sensory sensitive student. Adjusting where a student sits—such as placing them away from high-traffic areas, doors, or windows—can reduce exposure to disruptive sounds.
Visual schedules
Visual schedules can be used proactively to reduce overwhelming sensory stimuli throughout a child’s day. They serve as a clear, predictable outline of daily activities, using images or symbols to represent each task. Alongside these schedules, transition cues like timers or picture cards signal upcoming changes, preparing children for shifts in their routine. This approach is particularly valuable for kids who struggle with unexpected changes.
When developing a visual schedule, consider involving the child in the process to build familiarity and comfort with the routine. Consistent use of timers or picture cards can help set clear expectations, reducing uncertainty and easing the transition between activities. By integrating these tools into your daily routine and updating them regularly, you provide children with structure and predictability, which can greatly reduce anxiety and empower them to manage their day more independently.
Check out my guide on using visuals here.
Interested in exploring further resources and visual aids for morning and nighttime routines? Here are some resources that may be of interest:
- Morning routine visual schedule checklist, social narrative and reward chart
- Sleep social narrative story, night time visuals, reward chart & tip sheet
- Sleep & Morning Routine Bundle – visual checklists, social narratives & more
Questions
If you have any questions or need further assistance please do not hesitate to get in touch here or at sophia.occupationaltherapy@gmail.com.
