For children with autism or sensory processing disorder (SPD), a standard classroom can feel chaotic, overwhelming, and even painful. Bright lights, echoing sounds, unexpected transitions, and crowded spaces may trigger anxiety, dysregulation, or shutdown.
That’s why sensory-friendly classrooms aren’t just a bonus…they’re essential for many students to feel safe enough to learn.
At Mainspring Academy, where most students have autism and sensory processing challenges, sensory-friendly environments are the foundation, not an afterthought.
What Is Sensory Processing Disorder?
Sensory Processing Disorder (SPD) refers to difficulties in how the brain interprets and responds to sensory input. This includes sights, sounds, textures, movements, and more. Children with SPD may be:
- Over-responsive (hypersensitive): easily overwhelmed by light, noise, touch, or textures
- Under-responsive (hyposensitive): may seek out crashing, spinning, or intense input
- Sensory seekers or avoiders: often fluctuate between the two
According to research, 80–90% of children with autism experience significant sensory differences (Tomchek & Dunn, 2007). Left unaddressed, these challenges can lead to behavioral outbursts, avoidance, anxiety, and poor academic engagement.
Why Sensory-Friendly Classrooms Matter
A sensory-friendly classroom is designed to reduce overload and provide the right kind of input to help students regulate and focus. These environments help students:
- Stay calm and attentive
- Transition more easily between tasks
- Develop better self-regulation
- Build trust in their surroundings
- Learn without constant fight-or-flight triggers
According to Schaaf et al. (2014), sensory-based interventions significantly improve daily functioning, adaptive skills, and classroom engagement in students with autism.
What Sensory-Friendly Classrooms Look Like at Mainspring Academy
At Mainspring, sensory-friendly design is intentionally built into each learning space:
- Natural or dimmable lighting (avoidance of fluorescent flicker)
- Noise-reducing headphones and quiet zones
- Visual schedules and first/then boards to support routine
- Flexible seating: floor cushions, wiggle stools, standing desks
- Tactile tools: fidget boxes, textured mats, chew-safe items
- Calming areas for decompression with soft lighting and weighted blankets
- Embedded movement breaks throughout the day
We also integrate Occupational Therapy (OT) and behavioral supports into the classroom, so sensory regulation is not isolated…it’s part of the learning day.
How Families and Schools Can Work Together
Sensory regulation doesn’t stop at the school door. Families and schools can partner to support a child’s sensory needs across environments.
Schools can:
- Conduct sensory profiles or assessments
- Embed sensory accommodations in IEPs or ILPs
- Train all staff in trauma-informed sensory strategies
- Share regulation tools and strategies with families
Families can:
- Create a calm-down space at home
- Use consistent visuals and timers
- Advocate for sensory supports during meetings
- Communicate patterns they see at home (“He avoids noise at dinner,” “She spins a lot when excited.”)
Regulation Comes Before Learning
Sensory-friendly classrooms allow students to feel safe in their bodies and their environment. And when students feel safe, they are better able to connect, engage, and grow academically and socially.
Because for many students with autism and SPD, calm isn’t just comfort…it’s access.
Want to see a sensory-friendly classroom in action? Schedule a tour today.
Come visit Mainspring Academy and see how thoughtful environments help our students thrive.
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
Tomchek, S. D., & Dunn, W. (2007). Sensory processing in children with and without autism: A comparative study using the Short Sensory Profile. American Journal of Occupational Therapy, 61(2), 190–200. https://doi.org/10.5014/ajot.61.2.190
