In many classrooms, children exhibiting behaviors like constant fidgeting, crashing into objects, or making loud noises may be quickly labeled as "disruptive" or "noncompliant." However, these behaviors are often misunderstood. What may appear as a child acting out is often a sensory-seeking behavior—an attempt by the child to regulate their own body in response to sensory needs. As a pediatric physical therapist, I frequently work with children who demonstrate sensory-seeking behaviors, and one of the biggest challenges is helping adults—teachers, parents, and caregivers—understand that these behaviors are not rooted in defiance but in an unmet sensory need.
What Are Sensory-Seeking Behaviors?
Sensory-seeking behaviors occur when a child’s nervous system is under-responsive to sensory input, causing them to crave more intense or frequent sensory stimulation. These children might spin in circles, crash into furniture, jump repeatedly, or chew on objects, all in an effort to feel more regulated. This sensory input helps them achieve the sensory balance their bodies need to stay calm, focused, and engaged.
For example, just as a neurotypical adult might tap their foot or click a pen when feeling anxious or bored, children with sensory needs use more noticeable and intense behaviors to regulate themselves. These behaviors aren’t bad—they’re the child’s way of trying to make sense of their world. However, when misunderstood or ignored, sensory-seeking behaviors can become more pronounced, often disrupting the learning environment and leading to punitive responses that don’t address the root cause.
Sensory-Seeking vs. Bad Behavior: What’s the Difference?
One of the key reasons sensory-seeking behaviors are misinterpreted is because they can resemble bad behavior. A child who repeatedly gets out of their seat, talks loudly, or touches others without permission may seem like they’re intentionally disobeying classroom rules. However, these actions are rarely about defiance. Instead, they reflect the child’s need for sensory input. When the brain doesn’t receive the right amount or type of sensory information, it will actively seek it out—sometimes in ways that seem inappropriate for the classroom setting.
For example, a child might continuously tap their pencil on their desk because they’re seeking tactile and auditory input. This isn’t meant to disrupt the class, but it may be perceived that way if the teacher or classmates don’t understand the child’s sensory needs.
To better understand sensory-seeking behaviors, we can draw a comparison to how neurotypical individuals manage sensory input. Imagine someone feeling anxious before a big presentation—they might pace back and forth, chew gum, or fiddle with a stress ball. These are socially acceptable ways of managing sensory input. However, for children with sensory processing issues, their self-regulation attempts may be more extreme or less socially acceptable, leading to misinterpretation and frustration on both sides.
Helping Sensory Seekers in the Classroom
Rather than punishing a child for sensory-seeking behaviors, the focus should be on understanding and providing the right tools to help them regulate. A child’s need for sensory input won’t simply go away, so giving them opportunities to receive appropriate input can help them stay focused, reduce disruption, and engage with the class more effectively. Here are some practical strategies that can be used in the classroom to support sensory seekers:
Movement Breaks: Incorporating regular movement breaks into the school day is one of the simplest ways to help children who need sensory input. These breaks can be short and structured, involving stretching, jumping jacks, or running in place for a few minutes. Movement helps children reset, refocus, and return to their tasks with more attention.
Compression Vests or Weighted Blankets: Some children respond well to deep pressure, which can help calm their nervous system. Wearing a compression vest or having access to a weighted lap blanket during class time can provide the calming input they need without being disruptive.
Wobble Cushions or Seat Cushions: For children who need to move frequently but are expected to stay seated, using a cushion with a textured or smooth surface can allow them to fidget in place. These cushions help them stay in their seat while getting the sensory input they crave from the movement and tactile feedback.
Standing Desks: Providing a standing desk option for students who have difficulty sitting still allows them to move while working, without disturbing the rest of the class. Standing desks also provide an outlet for children who seek proprioceptive input (input that helps them understand where their body is in space).
Heavy Work Activities: Activities that require pushing, pulling, or lifting can provide calming input and help children regulate their sensory systems. Assigning sensory seekers “helper” roles in the classroom can be a great way to involve them in heavy work tasks—like carrying books, erasing the whiteboard, or pushing a cart—while avoiding stigmatization. By framing these activities as responsibilities, the child feels included and respected rather than singled out for their differences.
Supporting, Not Punishing, Sensory Seekers
It’s crucial to remember that sensory-seeking behaviors are not about noncompliance. Labeling children as “bad” or “disruptive” because of their sensory needs only serves to increase frustration for the child, their teacher, and their peers. By providing sensory input in an intentional, supportive way, we can help children regulate themselves and become more successful in the classroom.
When we support sensory seekers rather than punishing them, we give them the tools they need to participate in classroom activities and succeed in their schoolwork. It’s about meeting them where they are and giving them the appropriate input they need to focus and engage.
The Importance of Normalizing Sensory Input Needs
As educators, parents, and caregivers, it’s important to normalize the fact that some children need sensory input to regulate themselves. Every child is unique, and some will have greater sensory needs than others. By providing strategies and tools in the classroom to meet these needs, we create an environment where all students can learn and thrive.
Understanding sensory-seeking behaviors as a form of self-regulation is key to helping these children. Rather than viewing them as disruptive or difficult, we should see their actions as communication—telling us that they need more input to function at their best. When we provide that input, whether through movement breaks, weighted blankets, or heavy work activities, we empower them to succeed.
Conclusion
Sensory-seeking behaviors are not bad behaviors. They are a child’s way of regulating their body and managing sensory input. By recognizing these behaviors for what they are and providing appropriate supports, we can help sensory seekers feel more regulated and focused in the classroom. Simple interventions—such as movement breaks, seat cushions, or standing desks—can go a long way in helping these children thrive.
Ultimately, it’s about understanding that every child’s sensory needs are different and meeting those needs in a way that promotes success, both academically and socially. When we create a classroom environment that accommodates sensory seekers, we’re not just helping them—we’re creating a space where all children can feel accepted, understood, and ready to learn.
Until next time,
Dr. Brittany Nardone, PT, DPT
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