What is Sensory Processing?

Sensory processing is the way the brain receives, filters, organises, and responds to information from the eight senses. In a classroom, dozens of signals arrive at the same time: chair noises, buzzing lights, shifting classmates, smells from lunches, temperature changes, and sensations inside the body such as tension or hunger. The sensory filter, often described as the ‘bouncer’, decides which of these signals are important and which can be ignored. When this process runs smoothly, students stay alert, organised, and able to participate in learning. When too many signals get through, or too few, students become overresponsive or underresponsive. This shows up in behavior such as fidgeting, zoning out, withdrawing, irritability, or sudden emotional reactions. Sensory processing is not a problem to fix but a language the body uses to communicate what it needs. Understanding this helps teachers respond more effectively.

Different Terminology

In the world of sensory processing we use different terminology to indicate if someone is experiencing too little or too much sensory input. Some examples are: Hypo- and hypersensitive. Under- and overstimulated. Under- and overresponsive. We mean the same thing; hypo and under mean not enough sensory input and hyper and over mean too much sensory input.

More About SPi-Glasses

SPi-glasses help you observe behavior through the lens of sensory needs. Instead of asking what a student is doing, you ask why the behavior appears. SPi-glasses reveal patterns that are otherwise easy to miss and help you respond with strategies that match the student’s needs.

How the Sensory Filter Works

The sensory filter selects which signals reach conscious awareness. When too few signals pass through, students may seem sluggish or inattentive. When too many get through, everything feels intense or overwhelming.

What You See in Behavior

Behavior often reflects how well the sensory system is functioning. Fidgeting may signal a need for more input, while withdrawal may signal overload. Understanding this helps guide supportive choices.

Looking Through SPi-Glasses

SPi-glasses give you a different perspective on classroom behavior. Instead of assuming a student is uninterested, oppositional, or unfocused, you consider the amount of sensory input the child is receiving. A student who taps, wiggles, or talks may be trying to activate their system, while a student who becomes quiet or withdrawn may be protecting themselves from overload. Through SPi-glasses, behavior becomes meaningful and predictable. You notice early signs of sensory imbalance and can support regulation before behavior escalates. This creates more calm, clarity, and mutual understanding in the classroom. Most importantly, it helps students feel seen and supported rather than misunderstood.

Understanding Under- and Overresponsivity

Underresponsivity occurs when too little sensory input reaches the brain, making it difficult to stay alert. Overresponsivity occurs when too much input arrives too quickly, leading to overwhelm. Each requires a different response from the teacher.

Recognizing Self-Regulation Behavior

Self-regulation behavior includes all the small actions students use to cope with sensory demands. Recognizing this reduces frustration and allows you to guide these actions effectively.

Recognizing Overresponsivity

Overresponsive students receive too much input at once. Their sensory filter allows everything in, noise, movement, light, touch, smell, and this overload can become distressing. Students may react with tension, irritability, crying, withdrawal, or emotional outbursts. Others may become controlling or rigid as they try to manage the environment. Overresponsive students need predictability, routine, and a calming environment with fewer competing stimuli. Recognizing early signs allows teachers to create conditions that reduce overwhelm and support emotional stability. With the right environment, these students can relax enough to participate confidently.

Calming Strategies

Calming strategies reduce sensory load: soft materials, predictable routines, slower pacing, quiet corners, dimmed lighting, and gentle transitions.

Creating Low-Sensory Spaces

A low-sensory space provides visual and auditory relief. It may include neutral colours, soft seating, reduced clutter, or noise-dampening tools.

Underresponsive & Passive (Bear-Type)

Bear-type students receive too little sensory input but do not seek it themselves. They appear calm, flexible, or easygoing, yet often miss information and struggle to initiate tasks. Their regulation needs are subtle. They benefit from gentle activation: standing tasks, carrying materials, rhythmic activities, and guided movement. Small invitations such as ‘Could you bring this to the shelf?’ or light resistance tasks help them feel more alert and capable. With quiet support, Bear-type students become more confident, independent, and engaged.

Supporting Underresponsive Passive Students

Use subtle movement invitations, simple physical tasks, rhythmic cues, and structured opportunities for involvement.

Calm Activation Strategies

Calm activation includes slow, predictable movement, gentle pressure, standing tasks, or simple multi-step actions.

Overresponsive & Passive (Hare-Type)

Hare-type students feel easily overwhelmed but respond passively. They may freeze, withdraw, avoid activities, or become tearful when the sensory environment feels too intense. These students need reassurance, warmth, and very gentle guidance. A quiet space, soft materials, slower transitions, and clear expectations help them settle. When the environment becomes manageable, they feel safer to engage and build confidence in learning and social experiences.

Supporting Overresponsive Passive Students

Provide soft seating, warm guidance, predictable steps, and emotional reassurance. Invite rather than push.

Soft Calming Strategies

Strategies include soft textures, dim lighting, gentle transitions, reduced visual input, and quiet corners.

Activating or Calming?

Supporting a student begins with understanding whether they need activation or calming. Underresponsive students (Monkey-type and Bear-type) benefit from energising, movement-based strategies that increase alertness. Overresponsive students (Cat-type and Hare-type) need calming input, predictability, soft sensory cues, and slower pacing. SPi-glasses help teachers interpret behaviour and choose the right approach. Even small adjustments, like adding movement or reducing visual clutter, can transform a student’s comfort, focus, and participation.

Using the SPi-Guide

The SPi-guide helps teachers analyse behaviour and match it to activating or calming strategies.

Examples of Activating vs Calming Strategies

Activating: movement, rhythm, resistance, active learning. Calming: predictability, quiet spaces, dimmed light, slow transitions.