Recognizing Signs of Sensory Sensitivities in the Classroom

You’ve probably had this student.

They cover their ears when the bell rings. They seem fine one moment, then shut down or lash out the next. They avoid the art table, dread assemblies, or panic at fire drills. Maybe they chew their shirt, kick their desk, or completely zone out during lessons.

At first glance, it may appear to be defiance. Or anxiety. Or inattentiveness. However, what you’re seeing could be sensory sensitivity, a very real and often misunderstood neurological difference that affects how a student experiences their environment.

And as a teacher, you’re often the first to see the signs.

This post will help you spot the early indicators of sensory processing differences in your classroom, understand what’s really going on beneath the surface, and know how to respond in a way that supports regulation, not punishment.

What Is Sensory Sensitivity?

Sensory sensitivity (or sensory processing differences) occurs when the brain has trouble receiving, organizing, or responding appropriately to sensory input. This might include sights, sounds, textures, movement, or even smells.

Some students are sensory avoiders; they feel overstimulated by everyday sensations. Others are sensory seekers, they crave more input to feel regulated. Many fluctuate between the two depending on the day, the environment, or the task.

Importantly, sensory sensitivity is not a behavior problem. It’s a nervous system issue.

Why It Matters in the Classroom

Classrooms are sensory-rich environments. From bright lights and hallway noise to the scratch of pencils and the smell of lunch down the hall, students are constantly filtering input.

For some kids, that sensory load is just too much. When their system gets overwhelmed, they may:

  • “Act out” (fight response)

  • Freeze or shut down (freeze response)

  • Withdraw or avoid (flight response)

Recognizing these responses for what they are, signs of distress, not disrespect, is the first step to helping.

Common Signs of Sensory Sensitivities in Students

Not every student will show the same signs. But here are some red flags to watch for:

1. Sound Sensitivity

  • Covers ears during transitions, bells, or music

  • Easily startled by everyday noises

  • Speaks loudly or too softly (trouble modulating voice)

  • Becomes anxious or overwhelmed in noisy spaces

Try: noise-reducing headphones during high-volume activities, soft start to the day

2. Tactile Sensitivity

  • Avoids glue, paint, or messy play

  • Struggles with clothing tags, seams, or certain fabrics

  • Cringes at light touch or unexpected contact

  • Avoids hugs, high-fives, or lineups

Try: allow alternate materials, let students choose preferred seating or clothing (e.g., a soft hoodie they feel safe in)

3. Movement & Proprioception Challenges

  • Constantly in motion, even when seated

  • Leans on furniture or people

  • Crashes into things or seems clumsy

  • Seeks deep pressure (tight hugs, squeezing fists)

Try: offer movement breaks, let them wear something comforting like the Cloud9 Hoodie, which provides subtle, calming weight and has hidden stress-relief cuffs for hands that need to fidget

4. Visual Sensitivities

  • Covers or squints eyes in bright rooms

  • Becomes overwhelmed by cluttered visuals

  • Avoids looking directly at you or materials

Try: reduce visual clutter, sit away from direct light, allow breaks from screen time

5. Emotional or Behavioral Red Flags

  • Sudden meltdowns with no obvious cause

  • Refusal to enter certain areas (cafeteria, gym)

  • Frequent “I don’t want to” or “I can’t” responses

  • Zoning out or disengaging from tasks

Try: observe patterns. Do these reactions happen after a sensory-heavy activity? That may be your clue.

What NOT to Do

When a student is dysregulated due to sensory overload, common discipline approaches won’t help and can often make things worse.

Avoid:

  • Publicly correcting or escalating the situation

  • Removing supports like fidgets or quiet spaces as punishment

  • Forcing eye contact or participation during meltdowns

  • Labeling the child as “difficult” or “lazy”

Remember: if they could do better in that moment, they would.

What TO Do Instead

1. Observe with Curiosity

Before reacting, ask yourself: What might this behavior be communicating? What just happened in the environment?

Keep a journal or log if you’re noticing frequent issues, patterns often emerge when you zoom out.

2. Create Regulation Routines

Build sensory regulation into your classroom proactively:

  • Morning check-ins with movement or music

  • Optional “calm corner” with soft seating and sensory tools

  • Visual schedules for transitions

  • Daily use of regulation tools like chewable jewelry, chair bands, or wearable comfort (like the Cloud9 Hoodie, which gives kids sensory input without stigma)

3. Offer Quiet Sensory Supports

Normalize fidgets and tools without drawing attention:

“We all focus in different ways. If a squishy ball or a soft hoodie helps your brain settle, that’s a good tool for you.”

Keep a sensory box or toolkit in the back of the room with:

  • Textured fabrics

  • Weighted lap pads

  • Noise-dampening headphones

  • A few quiet, classroom-safe fidgets

4. Partner with Support Staff and Families

If you suspect a student may have sensory needs, collaborate:

  • Ask your school OT for insight

  • Share observations with the special education team

  • Talk with parents (they may already have a diagnosis or coping strategies that work at home)

  • Recommend supports without labels: “Would you like to try something that helps some kids feel calmer at school?”

Spotlight: The Role of Wearable Supports

Sometimes, students need ongoing sensory input, not just when overwhelmed, but to prevent becoming overwhelmed.

That’s where tools like the Cloud9 Hoodie come in. Designed with classroom needs in mind, it offers:

  • Built-in squeeze cuffs for fidgety hands

  • Subtle weighted pressure in the shoulders and hood

  • Neutral, everyday look that avoids stigma

  • Durability for school wear and tear

Many teachers say it’s their most recommended support for kids who can’t sit still or who get easily overloaded. And kids love it because it doesn’t feel like a “special tool,” it just feels like comfort.

Recognizing = Empowering

When you spot sensory sensitivities early, you don’t just make your classroom calmer, you change a child’s entire relationship with school.

You give them the message:
 “You’re not wrong, you just experience the world differently. And there’s space for you here.”

That’s the kind of inclusion that lasts far beyond the school year.