Sensory Overload

‘Sensory Overload’ What is it? What effect does it have? What can be done about it?

Understanding Sensory Overload in the Classroom

In a nutshell sensory overload is when the amount of stimuli exceeds the brain’s ability to process and understand it.
Parents, do any of these sound familiar?

  • Isn’t taking anything on board
  • Not coping with the work
  • Can’t keep up
  • Looks confused
  • Enters the classroom and doesn’t know what to do next
  • Flits from activity to activity
  • Wanders around the room

These behaviours are indicators of the child’s possible difficulties with regulating incoming sensory information. Although sensory information impacts all senses at all times, it is when the stimulation of one or more of the sensory areas reaches a point where it is too much for the brain to take in and control. As with all stimulation the child’s ability to filter and process input is developmental in nature. For example, a baby is unable to see the outline of face for the first 7-10 days of life. This discussion focuses on what happens when a child is unable to regulate incoming visual, auditory and language stimulation.

Visual Stimulation

Excessive visual stimulation happens when there is too much for the brain to take in. In schools, stimuli may come from:

Outside the classroom:

  • Movement in hallways
  • Passing foot traffic
  • Vehicles and construction

Inside the classroom:

  • Wall displays
  • Poor layout of desks or walkways
  • Bright lights and clutter

Strategies:

  • Organised seating
  • Use of visual cues (like stop/go signs)
  • Clear task sequences
  • Tools like MyBurrow® to create visually defined, low-stimulus spaces

A tool such as MyBurrow® allows a child to work in a visually defined space, thereby reducing the amount of extraneous visual stimulation. This is most useful for children who have issues with bright lights and who have difficulty with spatial awareness, i.e., limited perception of personal space.

Auditory Stimulation

Many students now undergo auditory processing assessments. Increases in school population and noise sources (traffic, intercoms, air conditioners) can make regulation difficult.

Sources of classroom noise include:

  • Talking
  • Moving chairs or furniture
  • Fans and classroom devices

Strategies:

  • Changing seating arrangements
  • Using noise-cancelling headphones
  • Relocating to quieter areas
  • Using MyBurrow® to create a quiet, focused space

Language Complexity

Children can also become overwhelmed by complex language. Teachers and parents must be aware of the "language of discourse."

Effective communication includes:

  • Presenting ideas using age-appropriate vocabulary
  • Reinforcing concepts with repetition
  • Using simple directions (like telegraphic speech)
  • Demonstrating tasks with hands-on materials

It is assumed with this that the appropriate hands-on experiences/use of concrete materials is used to reinforce the learning concepts whenever possible. Example lesson plans illustrating the teaching of language concepts can be accessed through subscribing to the MyBurrow® website.

Additionally, research has shown that voice tone is also a factor in gaining a child’s attention. This is why children tend to respond to a male’s, lower tone voice, than to a female’s voice which becomes higher pitched when stressed. Hence, females should drop their tone when giving instructions.

Supporting Regulation and Learning

All children develop differently, and those with sensory challenges expend more energy just to focus. This effort takes away from their ability to learn.

Key Reminders for Teachers and Parents:

  • Adjust instructions to the child's level
  • Be mindful of tone of voice—lower tones are more effective
  • Allow extra time for processing and task completion

Every year that you have a new teacher make use of the test reports that you may have gained through NDIS practitioners and school based assessments. NEVER EVER assume that the teacher has had time to go through and understand in detail your child’s issues.

In order to successfully advocate for their child, parents need to be able to understand the information in these reports. Unfortunately, many reports are written in technical language which means either the parent becomes a semi-professional interpreter of reports or they ensure the author of reports includes the explanation of how the identified issues impacts the child’s learning and specific strategies to assist the child to cope with learning. Parents, you are paying not only for the assessment but specific strategies unique to your child’s needs. (Note this should be the case for all assessments and reports)

Final Thoughts

We believe that MyBurrow® provides an excellent resource to maximise the positive effect of strategies used to address sensory overload. For further information and free resources sign up at www.myburrow.com.au. There are strategies and tools to assist with sensory overload. These and extra time will help your child to learn.

Dimitra Baveas & Helena Smith

Dimitra Baveas - Creator or My Burrow; B.SpEd (Griffith University)  

About the author: Dimitra Baveas - Creator or My Burrow; B.SpEd (Griffith University)  

Dimitra Baveas was teaching in Queensland schools when her own daughter began to struggle in the classroom. Observing the immediate positive impact on her daughter’s focus and learning skills at the conclusion of each Occupational therapy session; she recognized the need to link the immediacy of these gains into the classroom learning process.By including therapy into the learning processes, Dimi’s aim was to foster greater generalization of positive therapy outcomes and the subsequent improvement in academic, social and emotional development. Dimi’s recognition of the need to build a bridge between therapy outcomes and in-class learning processes provided the inspiration for the creation of not a “bridge” but a burrow, ‘MyBurrow®’.Since the launch of MyBurrow® physiotherapists, occupational therapists, clinicians, teachers and parents in schools, clinics and hospitals around Australia have attested to the positive impact of MyBurrow®. Teaming up with Helena Smith {retired G.O.D – Guidance Officer (Developmental)} MyBurrow® now produces lesson plans and other supplementary resources available upon signing up to our newsletter at www.myburrow.com.au)

About the author: Helena Smith

Dip.T (Primary),{University of Qld}; B.Ed.St, (Remedial Education), {Uni of Qld}; B.A.(Psychology), {Deakin University}; Dip.Soc.Sci. (Psychology),{Uni of New England}; M.Ed.(Sp.Ed), {James Cook Uni of North Qld}; M.El.Ed.(Guidance & Counselling, Curriculum & Instruction), {Uni of Hawaii} and the winner of the Rotary Foundation Teachers of the Handicapped award for 1982.

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