EDPB 503 
Child & Youth Development 
Assignment: Inquiry Project 

How to Design a Sensory 

Sensitive Classroom 
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By Jennica Quenville 

Background on the Senses  

● Despite what we learned in elementary school, there are actually more than 5 senses. The 
senses include: taste, touch, smell, hearing, proprioception (sense receptors located in 
joints, muscles, and bones that send us information about our body and its movements), 
vestibular (The sense of our movement and balance), and interoception (The sense that 
signals how the inside of our body feels Ex. Feeling hot, thirsty, etc) 
● Research has shown that people process and experience sensory input differently, which 
results in their own unique sensory profile. For example, an individual might have a sensory 
profile where they are over-sensitive to auditory input but have under-sensitive 
proprioception.  

 
  

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● Individuals unique experience of sensory information can affect their emotions, behaviour, 
cognitive processing, and therefore their ability to function in their daily environment.  

Sensory Issues in Children 

● Sensory issues in children are common. One of the main sensory issues is Sensory 
Processing Disorder (SPD), which is a neurological disorder that affects the way sensory 
information is processed, experienced, and responded to.  
○ SPD is a common diagnosis within many other disorders such as Autism Spectrum 
Disorder, ADHD, Fragile X Syndrome, mood disorders, behavioural disorders, and 
Down Syndrome. 
○ SPD has also been shown to be connected with environmental factors such as abuse, 
neglect, trauma, and prenatal drug exposure.  
○ Children with SPD suffer from anxiety and aggressiveness significantly more than 
children without it. 
 
Why Educators Should Have Sensory Sensitive Classrooms? 
 
● All of our senses work together to process information so we can consolidate it in our 
memory. Therefore, senses are integral to learning and if an individual has an impairment 
in processing sensory input then this can greatly impact their learning.  
● Proper development of sensory integration has a strong correlation to academic 
achievement and cognitive processing.  
● Sensory systems typically develop between ages 6-8. By the age of 8, they will have 
developed a unique sensory profile. However, at this age and above, the sensory profile can 
still have the ability to change (Ex. person experiences traumatic event), and additionally 
the profile can be managed and maintained. Therefore, research suggests that elementary 
classrooms need to be designed in a way that facilitates the development of healthy sensory 
systems but is also conducive to all of the students unique sensory profiles.  
● Specifically, a classroom environment should stimulate the senses to help with students 
development of healthy sensory processing, by engaging the students in sensory activities. 
As well, it additionally needs to be designed in a way that is sensitive (gentle, calm sensory 
stimuli) so that it creates an optimal environment for all of the children to learn. 
● Teachers should strive to create a sensory sensitive classroom; it helps create a calming 
atmosphere for the students and the teacher, increases focus, and decreases sensory 
triggers that elicit unwanted behaviours and emotions which create a barrier to students 
learning. A sensory sensitive classroom increases the likelihood that teachers will satisfy 
their goal of providing the opportunity for every single student to succeed.  

 
  

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How to Design a Sensory Sensitive Classroom 

 
● Layout - ​Students should be provided lots of space between tables and at their desk.  
● Lights -​ Teachers should avoid bright/fluorescent lights and use more natural light, warm 
light, and choice in lighting, for example by having lighting that you can dim or by having 
lamps.  
● Noise - ​Teachers should try to have a balance of noise and quiet in their classroom, so that 
students that thrive with more noise, and students that thrive with silence can both 
succeed. However, teachers should avoid any loud noises, including their own voice, 
especially without any warning. 
● Smell - ​Avoid having any strong smells in the classroom.  
● Have a predictable environment: ​There should be a clear day schedule posted in the 
classroom and teachers should try to avoid changes in the schedule. Teachers also should 
avoid sudden changes in sensory input without warning (Ex. Suddenly ringing a bell loudly 
without warning, switching lights from off to on).  
● Visual Input - ​Reduce clutter in the classroom. Teachers should not overload the walls 
with a variety of different visuals and colours -> try to create a balance between blank space 
and visuals.  
● Seating - ​The key to seating is providing options - standard seats, floor seating, 
comfortable seat or couch in classroom, spots to stand and do work, seats that turn, etc.  
● Activities:  
○ Educators should have a variety of different activity/play options available that 
activate all of the students senses but provides accommodations/choice for students 
with sensory issues. For example, if a student is distressed by the feel of finger 
painting, provide them with other activity choices.  
○ Teach self-regulation practices that students can use when they are experiencing 
undesirable symptoms from their sensory input. Ex. The Zones of Regulation, 
breathing exercises, meditation, etc.  
● Environment: ​Educators should not limit the learning space to the classroom but 
incorporate learning outdoors.  
● Sensory tools/toys: ​Depending on a students sensory processing profile, what type of 
sensory stimulation that helps with students self-regulation differs. Therefore, there should 
be a variety of different sensory tools/toys that have a variety of different textures and 
firmness. Examples: Stress balls, fidgets, lap weights, foam rollers, playdough, kinetic sand, 
soft stuffed animals, sound cancelling headphones, relaxing music, balance boards, mini 
trampoline, small tent, etc.  
● Self-Regulation/Relaxing corner: ​Ideally there should be a comfortable, relaxing zone in 
the classroom that students can choose to go into (one at a time) when they are feeling 
overwhelmed, distressed, or need some alone time for processing. This space will involve 
visuals that prompt self-regulation activities (identifying what zone they are in, breathing 

 
  

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activities, “happy place”, etc), a variety of sensory tools (as listed above), comfortable 
seating, dim lighting, option to wear headphones and listen to relaxing music, etc.  

Resources 

1. A detailed look into sensory processing patterns/profiles.  

2. A more detailed chart of what classroom strategies are best for students with a variety of 
different sensory profiles (sensory seeking, sensory sensitive).  

 
  

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3. Website that covers a variety of different flexible seating options for the classroom:  

https://www.prodigygame.com/blog/flexible-seating-classroom-ideas/ 

4. Pinterest images of a classroom self-regulation “calm corner” on left and Montessori peace 
corner on right (images on next page).  

 
  

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5. Fidget Toys/Stress balls for the classroom - National Autism Resource site - provides 
reviews and can purchase on site.  

https://www.nationalautismresources.com/autism-fidget-toys-stress-balls/?gclid=EAIaIQob
ChMIvu2vzvLi5QIVmNdkCh0ZoAONEAAYAiAAEgJzC_D_BwE 

  

 
  

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References 

 
Noddings, A. (2017). ​Montessori Life:​ ​Classroom Solutions for Sensory Sensitive Children.  
 
Retrieved from:   
 
https://amshq.org/About-Montessori/Montessori-Articles/All-Articles/Classroom-Solutions-for-Sensor 
 
y-Sensitive-Students  
 
Noddings, A. (2017). ​Montessori Life: Supporting Sensory Sensitive Children in a Sensory  
 
Intensive World. R
​ etrieved from:  
 
https://amshq.org/About-Montessori/Montessori-Articles/All-Articles/Supporting-Sensory-Sensitive-C 
 
hildren-in-a-Sensory-Intensive-World  
 
Thompson, S.D, & Raisor, J.M. (2013). “Meeting the Sensory Needs of Young Children.”  
 
National Association for the Education of Young Children. ​Retrieved from:  
 
https://docplayer.net/27061758-Meeting-the-sensory-needs-of-young-children.html 
 
Love, K. (N/A). ​The Peace Corner: An Essential Classroom Resource. ​Retrieved from: 

https://www.littlefloweryoga.com/blog/the-peace-corner-an-essential-classroom-resource/