It's Not All In Your Head: How Sensory Processing Impacts Learning and Attention
- Rebecca Bollar
- Aug 28
- 7 min read
Updated: Sep 8
👧 Sam was constantly on the move. During our first session together, she kicked my shins under the table at least a dozen times. Not on purpose, she just couldn't keep her feet still. At school, she was getting in trouble for her constant noise-making - humming, singing, tapping. No matter how many times she was asked to keep quiet, she just couldn't. She wasn't willfully non-compliant.
Her body was desperately seeking the sensory input it needed to feel organized and calm. The movement, the sounds, the pressure against my shins, these weren't disruptions to her learning. They were her nervous system's attempt to create the right conditions for learning.
👦 Marcus was labeled shy and sensitive from an early age. He did not enjoy running or playing sports at recess. He hated wearing shoes and threw a tantrum when Mom tried to put him in a sweater. Noise environments, like the school cafeteria, were so overwhelming that he just couldn't tolerate them.
While Marcus seemed like to opposite of Sam, his body was actually doing the same thing - trying to manage sensory information that felt chaotic and unpredictable. His withdrawal and avoidance were protective strategies, attempts to control an overwhelming sensory world.
Both Sam and Marcus were struggling with the same fundamental challenge: their bodies and brains weren't well integrated, so they were not able to process sensory information appropriately. One child sought more input, the other desperately tried to limit it. But underneath these different behaviors was the same underlying issue - a nervous system working overtime to make sense of the world.
Understanding sensory processing isn't just helpful for kids with diagnosed sensory processing differences; it's essential for anyone who wants to support learning and attention.
Our ability to learn depends on how well our bodies and brains work together to process the constant stream of information around us.
This blog will answer the questions:
When Bodies and Brains Don't Speak the Same Language
There is a deep, inseparable connection between the physical body and cognitive processes. Instead of thinking about the brain and body as separate entities, body-brain integration focuses on using the body and physical movements to enhance understanding, memory, and cognitive development. Learning should be a whole-person activity that engages the body's senses, movements, and experiences to shape the brain.
At the NeuroAide office, body-brain integration is deeply entrenched in everything I do with students. This may look like:
Motor Development - Most students start a program with activities that develop balance, coordination, visual tracking, and fine motor skills. This establishes their body-brain connection so they are able to attend to future learning with greater ease and confidence.
Emotional Regulation - A disregulated child cannot learn. I teach all my students strategies like deep breathing and mindfulness to calm the body's stress response.
Multisensory Learning - Physical activity, movement, and sensory input are embedded into reading, writing, and math lessons.
Sensory Processing Protocols - These exercises target the student's sensory regulation so they can appropriately take in information from their environment.
The ultimate goal of body-brain integration is to create ease and comfort for the students, no matter the environment they inhabit.
The Sensory Cup Doth Runneth Over
Most people know the 5 senses; however, there are actually 8 senses:
👀 Sight - information we see
👃 Smell - information we smell
👂 Hearing - information we hear
👄 Taste - information we taste
✋ Touch - information we can feel
🎢 Vestibular - information about balance and body position
😴 Interoception - information from our internal systems that tells us we are hungry, tired, or need to use the bathroom
👯 Proprioception - information about where our body is in space and in relation to other things in the environment
We all have certain capacities for each of these senses. Think of your capacity for sensory processing as a cup.
Some individuals have a large cup. Normal sensory stimulation does not fill their cup. They seek sensory experiences to fill their cup. Like Sam from our introductory examples, their nervous systems crave additional input to satisfy their sensory needs. These individuals can be considered "thrill seekers." They enjoy jumping, climbing, big bear hugs, and intense sensory experiences.
Other individuals have a small sensory cup that fills up quickly. Like Marcus from the introduction, normal sensory input overflows their cup. They may cover their ears in noisy environments, have difficulty wearing certain fabrics, get car sick easily, or generally avoid sensory experiences.
For each of the 8 senses, cup size may vary. Certain individuals may have a large capacity for vestibular input, loving roller coasters or swinging, but have low capacity for auditory input, getting overwhelmed in crowded places.
When your sensory cup is too large or too small, it is difficult to sit still, pay attention, or access the higher levels of cognitive functioning needed for learning. Many children labeled with behavior challenges are better understood by analyzing their sensory processing.
Recognizing the Signs
Many parents and teachers recognize when something feels off with their child or student, but can't quite put their finger on what it is. Here are some common signs that someone is struggling with their body-brain connection.
At School or During Learning Activities
Difficulty sitting still
Frequent requests for movement or bathroom breaks (even when they don't really need to go)
Cutting or fine motor tasks that seem too challenging for their age
Too much pressure or too little when writing
Struggling with multi-step directions
"Tunes out" the world or is easily distracted
Difficulty transitioning between activities
Trouble organizing workspace and materials
Sensory Seeking Behaviors (large sensory cup)
Constantly touching objects, walls, or people
Repetitive noises like humming, clicking, or tapping
Often jumping or spinning
Chewing on clothing, pencils, or non-food items
Difficulty judging personal space
Tend to play too roughly with others
Sensory Avoiding Behaviors (small sensory cup)
Easily overwhelmed or frustrated
Avoids or covers ears in noisy environments
Refuse to wear certain textures or clothing
Avoid messy activities like finger painting or Play-Doh
Perfer solitary, quieter activities
Extreme reactions to unexpected touch or sounds
Emotional and Social Challenges
Frequent meltdowns that seem out of proportion to what actually happened
Difficulty reading social cues or body language
Trouble regulating emotions throughout the day
Anxiety around new environments or activities
Struggle with making or maintaining friendships
Important Note: Every child shows some of these behaviors occasionally. It's when these patterns persist and interfere with daily functioning that body-brain integration support may be beneficial.
Why This Matters in the Classroom
When a child's nervous system is working overtime to process sensory information, there's less mental energy available for learning. Think of it this way: if you are constantly asking yourself, "Am I safe? What's that sound? Why do these clothes feel wrong?" can it simultaneously focus on "What does this word say? How do I solve this math problem?"
This is why traditional approaches that focus only on academic skills often fall short. A child who can't regulate their sensory system will continue to struggle with attention and learning, no matter how many times you review the multiplication tables.
In my work with students, I've seen dramatic improvements in academic performance when we first address the underlying body-brain integration challenges. Once a child's nervous system feels organized and calm, they can access their cognitive abilities more easily.
Practical Strategies for Parents
Create Predictable Sensory Routines Start and end each day with calming sensory activities. This might include gentle stretching, deep breathing exercises, or listening to soft music. Consistency helps the nervous system know what to expect.
Build in Movement Throughout the Day Instead of expecting your child to sit still for long periods, schedule regular movement breaks. Even five minutes of jumping jacks, wall push-ups, or marching in place can help reset their sensory system. Remember Sam? Once we gave her appropriate movement outlets, her need to kick and fidget decreased dramatically.
Modify the Environment Pay attention to lighting, noise levels, and visual clutter in your home. Some children focus better with background music, while others need complete quiet. Experiment to find what works for your child's unique sensory cup.
Offer Sensory Tools Fidget toys, stress balls, or textured cushions can provide the sensory input some children need to focus. For children who avoid sensory input, make sure they have quiet spaces and comfortable clothing options available.
Practice Self-Advocacy Skills Teach your child to recognize their sensory needs and communicate them appropriately. Simple phrases like "I need a movement break" or "This is too loud for me" can be powerful tools for navigating their world.
Practical Strategies for Teachers
Movement-Based Learning Incorporate physical movement into academic lessons. Have students act out math problems, trace letters in sand, or do spelling words while walking. Learning doesn't have to happen sitting at a desk, and many children actually learn better when their bodies are engaged.
Flexible Seating Options Provide alternatives to traditional chairs such as stability balls, standing desks, or cushions on the floor. Different children focus better in different positions. What looks like fidgeting to one teacher might actually be a child's attempt to self-regulate.
Sensory Breaks and Tools Build sensory breaks into the daily schedule and allow appropriate fidget tools. These aren't rewards to be earned - they're tools that help some students access learning, just like glasses help children see the board.
Environmental Modifications Consider classroom lighting, noise levels, and visual organization. Sometimes, simple changes like dimming harsh fluorescent lights or reducing visual clutter can make a significant difference in a child's ability to focus.
Clear Routines and Transitions Children with sensory processing challenges often struggle with unexpected changes. Provide visual schedules and plenty of warning before transitions. Their nervous systems need time to prepare for what's coming next.
When to Seek Professional Help
While many sensory challenges can be supported through environmental modifications and understanding, some individuals benefit from more intensive intervention. Consider reaching out to a professional when:
Sensory needs significantly interfere with daily activities
School performance continues to decline despite accommodations
Emotional meltdowns are frequent or intense
Your child shows extreme avoidance of necessary activities like bathing, eating, or wearing clothes
Social relationships are impacted
You feel overwhelmed trying to support your child's needs on your own
Together, we can create a learning plan that works with, rather than against, your child's sensory system.
Ready to Support Your Child's Success?
If you read this post and thought, "This sounds like my child," you are not alone. Many parents struggle to understand why traditional approaches aren't working for their child, and it's often because the underlying body-brain connection needs support.
With the right understanding and strategies, children with sensory processing differences can thrive. Often, these individuals are some of the most creative, innovative, and successful people because they experience the world in unique ways.
I can help you understand your child's sensory profile and create an individualized learning plan to address their body-brain integration needs, enabling them to thrive in school and beyond.
