Understanding Sensory Processing

Understanding

3 July

Written By Alyssa Nikolakopoulos - Guest author

Sensory processing is how the brain takes in, organises, and responds to information from the senses, including sound, sight, touch, smell, taste, movement, and body awareness.

Most people have a sensory profile that falls within a typical range. Some children experience sensory input more intensely or less intensely than others, which can influence how they respond to everyday environments.

Sensory differences are commonly experienced by autistic children and children with ADHD, and can also be present in other neurodevelopmental profiles, anxiety presentations, or trauma histories.
Sensory overwhelm may show up as behaviours such as meltdowns, shutdowns, refusal, or escape behaviours (such as running away). From the inside, this often reflects a nervous system that is overloaded and trying to regain balance.

Hypersensitive vs Hyposensitive

Sensory profiles are often described in two broad patterns, though many children experience a mix of both.

Hypersensitive (over-responsive)

May find loud noises, bright or fluorescent lighting, scratchy clothing, or strong smells distressing
May cover ears, squint, avoid physical contact, or refuse certain foods based on texture
Can feel overwhelmed in busy environments such as shopping centres, parties, school assemblies, or crowded classrooms

Hyposensitive (under-responsive)

May seek strong sensory input such as movement, crashing, spinning, climbing, or deep pressure
May appear not to notice temperature, pain, or minor injuries
May frequently fidget, move, chew on objects or clothing, or seek constant physical input

Many children show a mixed profile - hypersensitive in some areas, hyposensitive in others. Both can be tiring for a child to manage and can impact regulation throughout the day.

Sensory responses are not usually intentional behavioural choices. A child who becomes distressed at a birthday party is not being “rude”, and a child chewing their jumper is not being “naughty”. In both cases, the behaviour can be understood as communication of sensory or regulation needs.

What Helps at Home

Learn your child’s triggers and patterns by noticing what helps and what increases stress
Reduce sensory load where possible (e.g., headphones, softer lighting, comfortable clothing, quiet time after busy outings)
Offer sensory tools such as fidgets, weighted blankets, chewable items, or deep pressure input
Build in regulating activities such as trampolines, swings, swimming, running, or climbing
Support transitions between environments, as these are often challenging points in the day
Create a safe space at home where your child can decompress without pressure or questions

Sensory Differences at School

Classrooms can be highly demanding sensory environments due to noise, movement, lighting, and ongoing social demands.

Many children manage all day at school and then release accumulated stress at home, where they feel safe enough to relax. Some children also mask sensory discomfort at school, which can lead to increased overwhelm later in the day.

Small environmental adjustments can make a significant difference, such as quieter seating, access to headphones, movement breaks, or other agreed sensory supports.

When to Seek Assessment

An occupational therapist (OT) can complete a sensory profile assessment and develop a tailored sensory support plan.

When sensory differences are part of a broader developmental profile (such as autism, ADHD, or anxiety), a psychologist or paediatrician may help clarify the overall picture and support planning.

At NCPS, we often work alongside occupational therapy colleagues across Melbourne’s western suburbs to support children with sensory needs.

Final Note

Sensory differences are not behaviours to be punished or corrected, but differences to be understood and supported.

Every child experiences the world through a unique sensory system. For some, everyday environments are manageable. For others, the same environments may feel overwhelming, unpredictable, or exhausting.

Support is not about reducing a child to what they can tolerate. It is about recognising what their nervous system is communicating and responding in ways that reduce distress where possible.

When sensory needs are understood rather than misinterpreted as behaviour, children are more able to participate, connect, and feel safe in their everyday environments. Small changes in understanding can meaningfully improve a child’s day-to-day experience.