Understanding sensory related behavious and how they impact learning

Understanding 10 SENSORY Related BEHAVIOURS and HOW They IMPACT LEARNING Made Simple

Understanding the Child Who Needs Space

Some children thrive when they have room to move and moments of solitude. They often enjoy their own company and may find being around others emotionally overwhelming. These children feel calmer and more focused when they're away from the hustle of group learning or noisy play.

They may struggle with the concept of personal space — both their own and that of others — and often have difficulty completing activities, flitting from one task to another without finishing. Sensory seeking is common: rubbing against textures, rolling on different surfaces like carpet or grass, or squeezing objects may help regulate their emotional state.

These children may not need or seek out playmates, preferring self-directed activities. They’re often still learning how to engage in cooperative play or how to share. Tuning into adult directions can be a challenge — it may seem like they’re following a different “channel.” However, when sensory needs are being met, their ability to learn and retain information improves significantly.

Group Fun Kids

Emotional Triggers and Behaviour

When overwhelmed, a child may become emotionally distressed — leading to tantrums, self-stimulation, or even self-harm. Heightened anxiety can interrupt learning, and in extreme cases, escape behaviours may escalate, presenting risks to themselves or others.

Socially, these children may isolate themselves or be misunderstood by peers. They often show rigid behaviours or restricted interests as coping mechanisms and may only interact on their own terms.

Child Play Scene

How to Support Learning and Development

Effective support begins with managing the learning environment. Reducing sensory overload allows the child to stay on task and complete activities. Redirecting attention or gently shifting focus from challenging behaviours can help reinforce positive habits.

Structured opportunities to understand personal space and introduce the concept of play are key. Through guided, graduated activities, children begin to develop essential social skills. Meeting sensory needs is critical to enable learning, and teaching the concept of task completion helps build confidence.

Using MyBurrow® as a Therapeutic Tool

MyBurrow® provides a designated safe space — a place to retreat, decompress, and self-regulate. It offers sensory feedback through fabric tension, supporting emotional balance. Adults can model how to interact with MyBurrow®, helping children understand personal space, boundaries, and transitions.

It also serves as a powerful motivator. Access to MyBurrow® can be used as a reward or to encourage engagement. Inside, children can explore different textures and materials, making it an ideal space for structured sensory play.

Activities inside MyBurrow® can be designed for individual or paired interaction — from rolling a ball back and forth to turn-taking games. These structured experiences encourage cooperation, communication, and fun within a calming, secure environment.

Therapeutic Play with MyBurrow

Final Thoughts

This article was written by Helena Smith for MyBurrow. If Helena has ever been involved in your child’s education, you’ll know the impact of her deep experience and compassionate advocacy.

Helena holds a Dip.T (Primary) from the University of Qld; B.Ed.St (Remedial Education) from Uni of Qld; B.A. (Psychology) from Deakin University; Dip.Soc.Sci. (Psychology) from Uni of New England; M.Ed. (Sp.Ed) from James Cook Uni of North Qld; and M.El.Ed. (Guidance & Counselling, Curriculum & Instruction) from the University of Hawaii. She is also the recipient of the 1982 Rotary Foundation Teachers of the Handicapped Award.

As MyBurrow grows, it’s our mission to empower families and educators with strategies that truly support every child’s unique journey.

Warm regards,
Dimitra Baveas

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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