Creating a sensory-friendly environment

By tailoring the environment to suit the sensory needs of others, we can foster a more calm and relaxing environment for everyone.

Sensory friendly ideas!

There are ways to adapt the environment to minimise the risk of sensory overload. Some of these will work well from some people and not for others, there is not a one-size fits all solution. Some of these are more practical in some settings than others, for example, some can be adapted for the classroom whilst others are more achievable in office spaces or social spaces. Several of the options can be provided for students whilst others are things the student might use or supply themselves.

Auditory:

• Noise cancelling headphones or ear defenders.
• White noise machines or apps.
• Calming or ambient sounds.
• Shutting doors/windows to reduce external sounds.
• Preparing the person with advance warning of loud noises e.g. next I will play a video etc.

Olfactory:

• Aroma/Oil diffuser.
• Scented lotion/hand cream.

Vision:

• Tinted glasses/sunglasses.
• Eye masks for visual relaxation.
• Visual timers/schedules for time management.
• Colour overlays for reading.
• Cold eye mask.
• Reduce brightness of lights, dimming or turning off bright lights. Lamps/softer lighting options.
• Hats with visor/peak.

Temperature:

• Warm/cosy blanket.
• Heating pad.
• Warm/cold compress.
• Cooling gel pack.
• Air conditioning/fan.

Movement/tactile:

• Supporting stimming e.g. repetitive movements like rocking, tapping, flapping hands etc. (Stimming is short for stimulating behaviours, refers to repetitive behaviours or movements that someone may use to help cope with emotions.)
• Fidget cubes/sensory tools for hand manipulation.
• Exercise balls/balance boards.
• Soft textures e.g. soft blanket, plushie.
• Sensory balls or tools with different textures.
• Weighted blanket/lap pad.
• Fidget spinners.
• Stress balls.
• Textures surfaces/mats.
• Mindful colouring/doodling.

Personal space/touch:

• Warn the person if you are going to touch them e.g. is it ok if I guide your hand to show you how to…
• Use the ‘arm’s-length rule’ to judge personal space – this means standing an arm’s length away from other people. *

Note:

Sometimes it is possible to adapt the environment to suit the sensory processing challenges of others. Other times we may be restricted in how much we can adapt the physical environment but there are ways we can still support sensory needs in other ways. We can support others as they reduce/manage problematic sensory inputs, for example:

• Let students know that you support sensory challenges by telling them and/or posting the information on your Moodle page.
• Let students know you support their accommodations such as wearing ear defenders, taking sensory breaks or offering alternatives like meeting online rather than in person etc.
• Display the poster (physically or on Moodle) from this pack to highlight your awareness of sensory challenges and the things you can do to adapt the environment and support people.

*Adapted with permission from Dr. Megan Neff’s Neurodivergent Insights