If a child constantly fidgets, avoids textures, melts down after noisy transitions, or crashes into things, the issue may not be behavioral at all…it may be sensory.
For students with autism, developmental disabilities, ADHD, or sensory processing disorder (SPD), how the brain receives and organizes sensory information has a direct impact on how they behave, how they learn, and how they regulate emotions.
At Mainspring Academy, where most students have complex support needs and sensory challenges, sensory integration isn’t a supplement. It’s a foundation.
What Is Sensory Integration?
Sensory integration refers to how the brain organizes input from the senses (sight, sound, touch, movement, body position, taste, and smell) and turns it into functional responses.
When this process is disrupted (as it is in children with SPD or autism), students may:
- React strongly to textures, sounds, or lights
- Struggle to sit still or stay focused
- Avoid or seek out sensory input (e.g., crashing, spinning, chewing)
- Have difficulty transitioning between tasks or settings
- Display emotional outbursts or withdrawal
These aren’t just “behaviors”, they’re communication.
Why Sensory Integration Matters in the Classroom
Students cannot access learning or behavior plans when their sensory systems are dysregulated.
According to Schaaf et al. (2014), sensory integration-based interventions significantly improve functional skills, self-regulation, and classroom participation in children with autism. Without these supports, sensory overload can trigger distress, distraction, or shutdown, often misinterpreted as defiance or disengagement.
At Mainspring Academy, sensory integration strategies are embedded into every classroom, not just therapy sessions.
Sensory Integration in Action: How It Helps
When done well, sensory integration helps students:
- Increase focus and task engagement
- Reduce anxiety and meltdowns
- Improve transitions and flexibility
- Develop self-awareness and regulation skills
- Build tolerance to sensory input (e.g., grooming, group settings)
Occupational therapists use sensory diets (customized activity plans) to provide the right balance of input throughout the day through movement breaks, tactile play, proprioceptive input, or calming routines.
What Sensory Integration Looks Like at Mainspring Academy
Our classrooms are intentionally designed to promote sensory regulation:
- Weighted lap pads and compression vests
- Movement-based learning and embedded gross motor breaks
- Fidget tools and tactile bins
- Noise-reduction headphones and visual timers
- Calm corners for self-regulation
- Integrated OT support into the daily routine
Staff are trained in recognizing sensory-driven behaviors and using strategies from Ukeru, TEACCH, and trauma-informed care to respond calmly and consistently.
How Families Can Support Sensory Integration at Home
- Create a calm-down space with familiar sensory tools
- Use visuals and routine charts to reduce transitions
- Offer deep pressure input (hugs, blankets, body socks)
- Include movement breaks in the home schedule
- Work with your child’s OT to carry over sensory strategies
- Celebrate regulation as much as academic growth
Regulation Unlocks Learning
When the sensory system is in sync, students are more present, open to learning, and able to form stronger relationships. Sensory integration doesn’t just change how a child behaves—it transforms how they feel in their body and their environment.
Because regulation isn’t optional…it’s what makes progress possible.
Want to see how sensory integration is built into every school day? Schedule a tour.
We’d love to show you what real support looks like for students with sensory and behavioral challenges.
References
Schaaf, R. C., Benevides, T., Mailloux, Z., Faller, P., Hunt, J., van Hooydonk, E., … & Kelly, D. (2014). An intervention for sensory difficulties in children with autism: A randomized trial. Journal of Autism and Developmental Disorders, 44(7), 1493–1506. https://doi.org/10.1007/s10803-013-1983-8
Miller, L. J., Anzalone, M. E., Lane, S. J., Cermak, S. A., & Osten, E. T. (2007). Concept evolution in sensory integration: A proposed nosology for diagnosis. American Journal of Occupational Therapy, 61(2), 135–140. https://doi.org/10.5014/ajot.61.2.135
