What Is Sensory Processing Disorder? A Guide for TAs

Sensory Processing Disorder (SPD) affects how children receive, interpret and respond to sensory information from their environment. For UK Teaching Assistants (TAs) and aspiring SEN professionals, understanding SPD can make a real difference to pupil wellbeing, engagement and progress. This guide explains the basics of SPD, how it can present in the classroom, and practical strategies you can use to support learners effectively.

What is Sensory Processing Disorder?

SPD is a neurological difference in how the brain processes information from the senses: sight, sound, touch, taste, smell, vestibular (balance), proprioception (body awareness) and interoception (internal bodily signals like hunger). Children with SPD may be more sensitive than expected (sensory avoiding), less sensitive and seeking higher levels of input (sensory seeking), or experience mixed profiles across different senses.

SPD is not a formal diagnosis recognised in every diagnostic manual, but sensory processing differences commonly co-occur with autism, ADHD, developmental coordination disorder (dyspraxia), and other neurodevelopmental conditions. Whether or not a child has a diagnosis, the impact in the classroom can be significant—and well-planned support from a TA can help a pupil access learning on an equal footing.

How SPD might look in the classroom

Every child is different, but there are common patterns you might see. Remember: behaviours are communication. A change in behaviour often signals that sensory demands are too high or too low for that pupil in that moment.

• Auditory: covering ears, distress during assemblies, difficulty following instructions in noisy rooms. 
• Visual: squinting under bright lights, becoming overwhelmed by busy displays, distraction from movement. 
• Tactile: discomfort with certain fabrics or messy play; avoiding close contact; distressed by unexpected touch. 
• Vestibular: fear of heights or play equipment; or conversely, constant spinning, jumping and moving. 
• Proprioception: bumping into things, leaning on furniture, writing with too little or too much pressure. 
• Interoception: difficulties with toilet cues, hunger, thirst or identifying feelings like anxiety. 

Some children will withdraw, shut down or avoid tasks; others may become restless, impulsive or appear “disruptive”. Framing these responses as sensory, not “naughty”, helps you plan supportive adjustments rather than punitive consequences.

Key principles for TAs supporting pupils with SPD

Effective support starts with observation and gentle, data-informed adjustments. Your goal is to reduce barriers, increase regulation and promote independence. Consider the following principles:

1. Notice patterns: when do difficulties increase—time of day, environment, task type? 
2. Reduce demand before dysregulation: pre-empt with supports, don’t wait for crisis. 
3. Offer choice: give pupils agency in how they access tasks and tools. 
4. Make small, testable changes: trial, observe, and adjust with the SENCO or class teacher. 
5. Collaborate with families and professionals, including Occupational Therapists (OTs). 

Practical strategies and low-cost adjustments

Try these evidence-informed ideas. Always tailor to the individual, seek consent, and monitor impact over time.

• Auditory support: 

• Provide noise-dampening options (ear defenders, discreet earplugs) during loud activities. 
• Offer a quiet corner or “calm box” for recovery after assemblies or fire alarms. 
• Give written/visual instructions and check for understanding in a quieter space. 

• Visual support: 

• Reduce clutter and limit highly stimulating displays near the pupil’s workspace. 
• Use natural or diffused lighting; avoid flickering fluorescent bulbs if possible. 
• Provide coloured overlays or adjust screen settings for glare. 

• Tactile support: 

• Offer uniform adaptations (e.g., seamless socks, label-free tops) if permitted. 
• Provide tools for messy play (brushes, gloves) and clear opt-in/out choices. 
• Teach peers about consent around touch to prevent unexpected contact. 

• Vestibular and proprioceptive support: 

• Build movement breaks into the day: wall push-ups, carry a message box, chair stretches. 
• Use resistance tools: therapy putty, resistance bands on chair legs, weighted lap pads (as advised). 
• Offer alternative seating: wobble cushion, standing desk option, floor work with a clipboard. 

• Interoception and regulation: 

• Teach body signals with visual scales (e.g., “How is my engine running?”). 
• Regular hydration and snack routines (as permitted) to stabilise energy. 
• Calming kits: breathing cards, visual timers, sensory fidgets, scent-free if sensitivities exist. 

Planning and recording support with the SENCO

As a TA, your observations are crucial. Work with the class teacher and SENCO to record needs and plan interventions using the Assess–Plan–Do–Review cycle from the SEND Code of Practice (2015). Short, specific targets help track progress. For example: “During literacy, X will use ear defenders and visual instructions to complete a 15-minute task, four times per week, for four weeks.”

Where needs are complex or persistent, the school may involve an Occupational Therapist via local services or the NHS, and consider whether an Education, Health and Care Plan (EHCP) assessment is appropriate. Familiarity with UK frameworks like the Equality Act 2010 (reasonable adjustments) and the SEND Code of Practice supports confident advocacy for pupils.

Working with families and professionals

Families are experts in their child’s triggers and successful strategies. Build trust through consistent communication. Share what’s working at school and ask what works at home. If an OT or Specialist Teacher is involved, implement their recommendations and give feedback on impact. When possible, align strategies across settings to reduce cognitive load for the child.

Signpost families to reputable UK resources, such as the NHS pages on sensory processing and local SEND Information, Advice and Support Services (SENDIASS). Encourage families to seek professional advice if they have concerns—schools should not attempt to diagnose.

Interview tips for UK job seekers targeting SEN TA roles

If you’re applying for SEN teaching or support roles, demonstrate your understanding of sensory needs by highlighting how you would:

• Use observation and ABC (Antecedent–Behaviour–Consequence) notes to identify sensory triggers. 
• Embed reasonable adjustments and ensure plans are practical and measurable. 
• Create inclusive, low-arousal learning spaces and predictable routines. 
• Collaborate with teachers, the SENCO and therapists to deliver consistent support. 
• Promote pupil voice—offering choices and tools for self-regulation. 

You could also describe a short case example: a pupil overwhelmed by noise during transitions, and how you trialled ear defenders, a visual timetable, and a structured movement break to improve readiness for learning. Be prepared to reference UK guidance like the SEND Code of Practice and Equality Act.

Frequently asked questions

Is SPD the same as autism? Not exactly. Sensory differences are very common in autism but can occur in many children, with or without a diagnosis. Support should follow need, not label.

Can pupils “grow out of” SPD? Sensory profiles can change over time. Many children learn strategies to manage their needs, especially with consistent support and, where indicated, input from an Occupational Therapist.

Is it okay to use weighted items? Only with appropriate guidance and consent, following school policy and any professional recommendations. Monitor for comfort and effectiveness, and never use as a restraint.

A step-by-step approach you can try this term

1. Pick one routine that’s tricky (e.g., morning arrival or transitions). 
2. Observe for a week: note triggers, signs of distress and what helps. 
3. Select two small adjustments (e.g., visual cue cards and a 3-minute movement break). 
4. Explain the plan to the pupil in simple, supportive language. 
5. Review weekly with the teacher/SENCO; keep what works and adjust what doesn’t. 

Remember: inclusive practice benefits everyone. Sensory-friendly classrooms tend to be calmer, safer and more engaging for all pupils, not just those with specific needs.

For general health information on sensory processing and related conditions, see the NHS guidance. For tailored advice about an individual child, always consult qualified professionals such as your school’s SENCO or an Occupational Therapist.

Ready to use your skills to support learners with sensory differences? Explore current roles and take the next step in your SEN career.

Browse SEN Teaching Assistant jobs across the UK or join our TA talent pool to hear about roles that match your experience.