5 Super Simple Sensory Strategies for the Classroom

Happy New School Year!

My oldest just began his first year at Preschool this month.  It has definitely been a transition moving from a child care setting to a structured classroom environment.  We have struggled getting into our new routine both in and out of the classroom.  We have had our fair share of struggles with transitioning both entering the classroom at the beginning of the day, and leaving the classroom when it’s time to go home at the end of the day.  We’ve also seen increased meltdowns at home especially on school days, which directly coincides with this major change in our little guy’s routine.

Major changes in routine and environment can be stressful and anxiety provoking for adults to say the least.  So it’s to be expected that our little ones will have these same feelings, however, little one’s are not always as good at managing their emotions as adults. Therefore, it is our job as parents to help support their emotional and sensory needs to cope with these major life changes, and we can do that in a number of ways.  With the start of the new school year, I figured this would be a perfect time to share some of my simple sensory strategies for the classroom environment.  What I love most about these strategies is that they are so simple to implement and they do not interfere or take away from the day to day activities or routine.

1. Give Presets:  It sounds so simple to verbally tell your child what will be happening before it happens, however, as a busy parent myself, I understand that sometimes in the rush to get everyone out the door and to school, daycare, and work on time I can forget to give my child these simple reminders about what to expect with the routine before it actually happens.  This allows your child some time to mentally think about what is happening before hand and have some sensory strategies planned to cope with whatever it is that may be challenging for them.  For very young children, or children that may not have the language development for verbal cues, a visual may be better to cue them as to what will be happening or where they may be going (i.e. a simple picture of their school or classroom will let them know where you are heading next).  I also highly recommend that you give the prompt a few times and allow enough time for your child to process what you are telling them.  Some children may need things to be repeated several times to fully hear and understand what is being told to them.

For my son, I usually give him his first preset when we are getting into the car or walking out the door (i.e. we are going to school today), I give him another preset halfway to school (i.e. we are on our way to your school), and then I will give him his last preset when we get out of the car (i.e. we are going to walk into school and go to your classroom).  I find that these presets do seem to help keep him on track and ease the transition walking into school in the mornings.  This concept can work for any transition throughout your child’s day including  transitioning from one classroom activity to another.  Such a simple idea, but it definitely works!

2. Use a Fidget or Security Item:  For some children giving them something to occupy their hands can help them cope with stressful situations and activities.  Using sensory putty, a stress or squishy ball, or any of the numerous sensory fidgets that are out there on the market today may help calm your child’s nerves during times of stress and transitions.  For other children they may have a preferred item or toy that they find to be comforting for them.  If you think of the concept of a security blanket with infants, it makes sense why for some young children having a particular item in times of need may provide enough familiarity and comfort to calm their nerves.  For some children this item may be a soft blanket, a plush toy, or even just a simple household item like a spoon.  As children become used to their new routine, they may eventually need the security item or fidget less and they may even get to the point where it just gives them piece of mind knowing it is in their backpack if they need it, but they don’t really need to take it out throughout their school day.  I suggest using sensory fidgets purposefully and wisely to maximize there benefits (i.e. provide the fidget during times of need and limit the use to only those times).

I usually will let my son choose a preferred toy for the car ride, and then we usually place the item into his book bag to remain there for the rest of the day; if it is a difficult day I may allow him to carry the toy into school with him, however, once we get to the classroom the fidget goes into the backpack.  Using this toy for these set purposes allows us to maximize the effectiveness of the tool or strategy and also allows our child to begin to understand the concept of using sensory strategies during times of need/stress.

3. Drink from a water bottle: Again another simple activity, but it has maximum benefits when used strategically during times of need.  If you think about how an infant utilizes the sucking reflex from a bottle or pacifier to self-sooth, it makes sense that sucking from a water bottle may be comforting to young children during times of stress.  My favorite water bottles to use are the Camelbak and Contigo Bottles because they provide that deep sucking reflex, however, they are also very durable especially for kids who may bite down on the spout when drinking.  From infancy even through adulthood our mouths provide a constant source of organization for our sensory system and comfort for our nerves.  Think about how a young child may stick their tongue out when performing a new or challenging task, this is their way of organizing and regulating their bodies to remain calm.  In the same way an adult or older child may chew on a pencil top, bite their nails, or even chew on their hair during times of stress, again this oral motor input is their own way of trying to calm their body during times of stress.  I suggest having a water bottle for this sucking reflex readily available for children within the classroom throughout the day.  Children may choose to use their water bottles during difficult transitions or times of stress, and this is a great and easy strategy to use, while also promoting good hydration, which is never a bad thing.

When my children are upset and stressed, I almost always offer them a drink from a water bottle like this, and if I can get them to use this tool, it definitely helps them calm down and begin to cope with their feelings and what is happening around them.

4. Get them Moving: Some children crave a lot of physical movement and input to help keep their sensory system regulated.  This concept makes a lot of sense if you think about an adult that may consider running to be therapeutic or that uses exercise to calm their nerves.  Getting your body active and moving is an effective strategy to clear your mind and release some negative emotions for both children and adults. This can be as simple as having the child change positions from sitting in a chair to standing at the table for the activity.  If the child is in need of more physical movement than a simple change in position a walk around the classroom or in the hall may do the trick.  If a walk in the hallway or classroom isn’t possible due to space constraints instructing the child to march in place for a few minutes will give similar sensory input into his body and have a similar effect.

My son’s preschool is in a large older building and involves long hallways and several small sets of stairs to get to his classroom.  This walking and climbing stair movement definitely helps him calm down on the way to the classroom if we are having a rough morning.

5. Give them some time and space: As adults when we become upset a lot of times we just want our space and to be left alone to recover from it.  Sometimes children need the same space and time to work through their emotions and regulate their sensory system.  Allowing the child a quiet and safe area where they can calm down and manage their feelings is extremely beneficial.  As parents it’s innate to want to assist your child in times of need; however, sometimes the best thing we can do for them is to give them some time and space.  If you have tried talking to your child, comforting them, and modeling effective sensory strategies to use, and it still doesn’t seem to be working to help calm them down.  My suggestion is to place them in a safe and quiet area in the classroom and allow them to calm down in a low stimuli environment without distractions or interference. It should also be explicit that this time in the quiet area is not a punishment or time out, but rather a coping mechanism to help them feel better. If after 10-15 minutes of time in the quiet area and the child is not showing any signs of calming down then definitely jump in and try some alternative strategies.

Many times when my son becomes upset to the point of no return, I find that giving him some time away from the situation to calm down before returning to it definitely helps, and most of the time when we return to the activity at hand he is more accepting of utilizing the coping strategies to help him work through it.