Sensory Processing Disorder (SPD) is a term many educators and families hear, especially when a student seems to react “bigger” to everyday sensations than expected. A classroom can be full of sensory input: buzzing lights, chair scraping, hallway noise, strong smells, crowded lines, pencil textures, and constant movement. For some students, that input is simply “too much,” while for others it can feel like “not enough.”
Occupational therapy (OT) in schools focuses on helping students participate in learning and daily routines. When sensory processing challenges get in the way of attention, behavior, self-regulation, handwriting, transitions, or peer interactions, OT can help teams understand what’s happening and plan supports that are realistic for classrooms and meaningful for students.
This post walks through common sensory processing disorder symptoms that may show up at school and at home, with an OT lens: what you might notice, what it can mean, and how support often looks in real life.
What is sensory processing (and why does it matter at school)?
Sensory processing is how the nervous system receives information from the senses and uses it to respond. We often think of the “big five” senses (sight, sound, smell, taste, touch), but OT also pays close attention to:
Vestibular (movement and balance)
Proprioception (body awareness, force, and where body parts are in space)
Interoception (internal body cues like hunger, thirst, needing the bathroom, and emotional sensations)
When sensory processing is efficient, students can filter, organize, and respond to sensory input in a way that supports learning. When it’s not, students may appear inattentive, “behavioral,” anxious, impulsive, or tired—when they are actually working very hard just to manage the sensory demands of the day.
Important note about SPD and evaluation
Families may see “SPD” used in many settings. In schools, OT practitioners typically describe sensory processing differences or sensory modulation challenges and connect them to functional impact (for example, difficulty participating in circle time, writing tasks, lunchroom routines, or transitions). If a student’s sensory needs are affecting learning and participation, the school team can consider OT supports and data-based strategies.
SPD symptoms: what occupational therapists often look for
Sensory processing challenges often fall into patterns. A student may be sensitive in one area and seek input in another. Symptoms can also change based on stress, sleep, hunger, and environment.
1) Over-responsivity (sensory sensitivity): “It feels too big”
Students who are over-responsive experience certain sensations as intense, uncomfortable, or even painful. Common signs include:
Sound sensitivity: covering ears, distress during assemblies, fire drills, cafeteria noise, or group work
Touch sensitivity: discomfort with tags, seams, messy play, glue, certain paper textures, or being bumped in line
Visual sensitivity: distraction or fatigue under bright lights, difficulty in visually busy rooms, avoiding eye contact in overstimulating spaces
Smell sensitivity: strong reactions to lunch smells, markers, cleaning products, perfumes
Movement sensitivity: fear of playground equipment, avoiding swings, distress when feet leave the ground
How it can look at school: a student may melt down after recess, refuse certain activities, appear “oppositional,” avoid the carpet, or become tearful during noisy routines. OT helps teams consider whether the environment is triggering a stress response and how to reduce sensory load.
2) Under-responsivity (low registration): “I don’t notice it”
Some students don’t pick up sensory information easily. They may seem slow to respond or unaware of what’s happening around them. Common signs include:
High pain tolerance or not noticing minor injuries
Not noticing name being called or missing directions unless they are repeated or paired with visuals
Low awareness of mess on face/hands or clothing twisted inside out
Difficulty noticing body signals like hunger, thirst, fatigue, or needing the bathroom
Appearing “daydreamy” or hard to engage, especially in large group settings
How it can look at school: the student may seem unmotivated, “tuned out,” or slow to start work. OT may recommend alerting strategies, clearer cues, movement opportunities, and routines that increase sensory information in a supportive way.
3) Sensory seeking: “I need more”
Sensory seekers actively look for input to feel regulated and ready. This is not “bad behavior”—it’s often a nervous system trying to get what it needs. Common signs include:
Constant movement: wiggling, rocking, pacing, jumping, crashing into furniture
Touching everything: fidgeting with objects, leaning on peers, rubbing textures
Chewing: clothing, pencils, bottle caps, or other non-food items
Seeking heavy work: pushing, pulling, carrying, squeezing, wrestling
Seeking intense movement: spinning, swinging fast, running, climbing
How it can look at school: the student may have trouble staying seated, invade personal space, break pencils from pressing too hard, or struggle during quiet work times. OT often helps teams channel sensory seeking into structured, safe, and classroom-friendly options.
4) Motor and praxis challenges (sensory-based coordination): “My body can’t organize the plan”
Some students have difficulty using sensory information to plan and coordinate movement (often described as praxis or motor planning). Signs may include:
Clumsiness: bumping into desks, dropping items, difficulty navigating crowded spaces
Trouble learning new motor tasks: trouble with jump rope, ball skills, dance routines, or multi-step crafts
Difficulty with sequencing: struggles to follow steps for getting ready, unpacking, or completing projects
Avoiding playground or PE due to feeling unsure or overwhelmed
Messy handwriting linked to posture, grip, pressure control, or fatigue
How it can look at school: the student may avoid tasks that look “easy” to peers, appear stubborn, or become anxious when routines change. OT can support skill-building, task breakdown, and environmental adjustments.
Common “red flag” moments teachers and families report
Sometimes sensory symptoms are easiest to spot during predictable stress points. Watch for patterns around:
Transitions (lining up, changing classes, ending preferred activities)
Noisy environments (cafeteria, gym, assemblies, bus)
Unstructured times (recess, centers, group projects)
Self-care routines (coat/boots, toileting, handwashing, brushing hair)
Fine motor demands (cutting, writing, coloring within small spaces)
How OT supports sensory processing needs in a school setting
In school-based OT, the goal is participation: helping students access learning and routines. OT support typically includes observation, collaboration, and practical strategies that fit the classroom.
What OT may do
Gather information from teachers and caregivers about what’s happening, when, and what helps
Observe the student in real settings (classroom, lunchroom, recess)
Identify sensory patterns (over-responsive, under-responsive, seeking, motor planning)
Create a plan with the team that supports regulation and participation
Teach strategies the student can use over time (self-advocacy, coping tools, routines)
Classroom-friendly strategies often recommended by OT
Supports should be individualized, but these are common starting points that teams can explore with OT guidance:
For sensory sensitivity
Provide a quieter workspace option or a calm corner for short breaks
Preview loud events and offer a plan (where to sit, what to do if overwhelmed)
Reduce visual clutter near the student’s work area
Offer predictable routines and clear schedules
For sensory seeking and movement needs
Build in movement breaks that are planned (not only after problems happen)
Use “heavy work” jobs: carrying books, pushing a cart, stacking chairs (as appropriate and safe)
Offer hand fidgets or chewable tools when appropriate and supervised
Provide seating options that support attention (for example, stable foot support, alternative seating when appropriate)
For under-responsivity and low alertness
Use clear, multi-sensory cues: visual schedules, checklists, brief verbal directions
Start tasks with an “alerting” routine (stretching, wall pushes, quick movement)
Break work into smaller chunks with quick check-ins
For motor planning and coordination
Teach tasks step-by-step with visuals or models
Use consistent language for routines (same cues, same sequence)
Offer extra practice opportunities in low-pressure ways
Adjust materials: paper position, writing tools, slant board, or adapted scissors when needed
When to consider reaching out for support
If sensory-related behaviors are frequent, intense, or interfering with learning, friendships, or daily routines, it’s worth bringing the concern to the school team. Helpful information to share includes:
What the student does (specific behaviors)
When it happens (time of day, setting, task)
What happens right before and right after
What helps (even a little)
With the right supports, many students learn strategies that help them feel safe, regulated, and ready to learn—without feeling singled out or “in trouble” for sensory needs they can’t control yet.
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