Sensory processing difficulties
What ‘sensory processing’ means
In short: our brains receive information from the senses (what we see, hear, smell, taste, touch, and how our body feels and moves). The brain then sorts that information and helps us respond. In autism, the brain can process this information differently. That difference can be stronger (more sensitive), weaker (less sensitive), or a mix, and can change from day to day.
The senses (in everyday words):
- Sight (light, colour, pattern), hearing (sounds), smell, taste, and touch (textures, temperature, pressure)
- Balance and movement (vestibular): helps with staying upright and feeling steady
- Body awareness (proprioception): knowing where our body is and how much force to use
- Inside feelings (interoception): hunger, thirst, needing the toilet, pain, temperature, emotions
How common is this? Sensory differences are very common in autistic people. Studies suggest around 70–90% experience ongoing sensory sensitivities.
Three common patterns:
- Hyper-sensitive (over-sensitive): everyday input feels “too much” (e.g., loud noises feel painful, bright lights glare, light touch hurts)
- Hypo-sensitive (under-sensitive): needs “more” input to notice (e.g., seeks movement, presses hard on things, misses name being called)
- Sensory-seeking: actively looks for certain feelings (e.g., spinning, jumping, chewing) to feel “just right.”
Many children show a mix of these.
Why this matters for daily life
When the brain finds input hard to sort, it can cause stress, worry, tiredness, or pain. Children may show this as meltdowns, shutdowns, or “behaviour that challenges,” but the cause is often sensory overload or not getting enough of the input their body needs.
What you might notice (with real-life examples)
Hearing (sound)
- Covers ears, startles, or cries with hand dryers, alarms, hoovers, busy classrooms (hyper).
- Turns up the TV, makes loud noises, or hums to self to get steady sound (hypo/seek).
Sight (light/visual)
- Squints, avoids bright shops or classrooms; finds fluorescent lighting harsh (hyper).
- Watches spinning objects or moving light; looks closely at small details (seek).
Touch
- Dislikes labels, certain fabrics, hair-washing, nail-cutting; avoids messy play (hyper).
- Craves tight hugs; presses hard on pencils; bumps into things (hypo/seek).
Taste and smell
- Very limited foods because of textures or smells; gags with mixed textures (hyper).
- Seeks strong flavours and smells; chews non-food items (seek).
Balance and movement (vestibular)
- Avoids swings, escalators, or lifts; becomes dizzy/anxious with movement (hyper).
- Loves spinning, jumping, climbing; appears “on the go” (seek).
Body awareness (proprioception)
- Uses too much or too little force (e.g., breaks crayons, slams doors, or has “floppy” posture).
- Enjoys pushing/pulling, carrying heavy things, or wearing snug layers (seek).
Inside feelings (interoception)
- Finds it hard to notice hunger, thirst, pain, hot/cold, or toileting needs; or is very sensitive to them.
Meltdowns and shutdowns (in simple terms)
- Meltdown: The body/brain is overwhelmed; behaviour can look big (crying, shouting, running)
- Shutdown: Energy “switches off”, child may go quiet, hide, or stop talking/moving
Both are signals that support is needed—they are not “naughty behaviour.”
What can make things better or harder? Sleep, stress, illness, busy environments, and changes in routine can raise or lower tolerance. What works one day may not work the next. That’s normal.
What helps (practical, low-stress ideas)
1) Learn your child’s sensory pattern
Watch and note: What triggers overload? What calms? When and where does it happen? Keep a simple sensory log for a week. This helps you, school, and clinicians spot patterns and plan support.
- Time/place (eg supermarket)
- What happened (eg loud music near fridges)
- Sense(s) involved (eg hearing, cold/touch)
- How your child showed it (eg hands on ears, tears)
- What helped (eg quiet aisle, ear defenders, quick exit)
2) Change the environment first
- Reduce noise: quieter times, ear defenders, soft furnishings, one voice at a time
- Tweak light: turn off harsh lighting where possible; use natural light or lamps
- Create safe spaces: a calm corner, pop-up tent, or car “quiet kit” (cap, sunglasses, chewy tube, small fidget)
- Prepare for change: visual timetable, step-by-step pictures, social stories
3) Offer the right sensory input at the right time
For too much input (overload): quiet break, deep-pressure hug (if your child likes it), slow breathing together, gentle music, weighted lap cushion only if advised, dim lights.
For too little input (under-responsive/seek): heavy work (carry shopping in small bags, push a laundry basket, wall push-ups), jumping on a mini-trampoline with supervision, chewy snacks your child already eats, movement breaks.
4) Work with nursery/school
Share your log and what helps. Ask the SENCO about a SEN Support plan and, if needed, an EHCP assessment. Agree simple in-class supports: quiet workstation, movement breaks, ear defenders, predictable routines, and clear visuals.
5) Plan for meltdowns/shutdowns
Early signs: fidgeting, covering ears, pacing, fast breathing. What we do: move to calm space, reduce talking, offer water/chewy snack, deep breaths together, steady pressure if wanted. Afterwards: rest, favourite activity, and no debrief until fully calm.
6) When to ask for more help
If sensory differences are stopping everyday life (e.g., eating, sleep, leaving home, school attendance), ask your GP, paediatrician, or OT for advice.