A sensory space is an area that can be used to provide children with individualised sensory input based on their individual preferences and needs. The space aims to provide children with a safe environment where they can receive the individualised sensory input that they need to self-regulate, so that they can be better prepared for learning, play, and interacting with others in the wider setting. A sensory space should be adaptable, changeable, and flexible to meet children’s individual sensory needs. All children can benefit from a sensory space, and it can be used flexibly to:
- Reduce sensory overload for children who may find the setting overwhelming
- Increase sensory input for children who require more stimulation
- Promote self-care, resilience and skill development
Creating a sensory space
There is no one way to create a sensory space; it is any space that can be used to either increase or decrease sensory input to meet a child’s current preferences and needs. There are a range of factors to consider:
Visual stimuli, e.g. lighting
Children can be hypo- or hyper-sensitive to visual information so it is important that the space can adapt to different children’s needs. Consider using dimmer light switches so that the amount of light in the space can be altered, or placing plastic covers over existing lights to mute them. You could also consider using adjustable blinds to alter the amount of natural light as needed.
Sound
Ensure that the acoustic environment can be controlled to reduce any background noise (e.g. busy corridors). If the space is near somewhere noisy, could it be soundproofed or could background music or sounds be provided? Carpet offcuts and yoga mats can be used to soften surfaces and deaden sounds. Consider the child’s individual needs when choosing additional sounds for the sensory space; some children will require livelier music to help them become alert, and others may need calm, soft music to help them calm.
Equipment
Have a range of equipment that can be brought out and used to suit children’s diverse range of sensory needs and preferences. Some children find it relaxing to sit and watch lights moving, whereas others need movement such as crawling through tunnels and playing with a ball to calm and self-regulate. However, also be aware that too much choice of equipment in the room may be overwhelming for some children. Some ideas of equipment that can be used to meet each sensory need are listed below. (Please note - this is not an exhaustive list, and you do not need to have every item on the list to create a sensory space.
- Sight: bubble tubes, battery powered candles, fairy/festoon lights, lamps, glow sticks, projectors, glitter bottles, lava lamps, toys with flashing lights, reduce visual distractions if needed, sunglasses.
- Sound: CD player/MP3 player/laptop with a range of different music styles and tempos, white noise, speakers, over ear headphones, ear defenders, play listening games.
- Touch: pillows, blankets, homemade stress balls, sand, messy play, play dough, sensory boxes containing sand, stones, rice, pasta etc., texture boards with sandpaper, feathers, carpet, silk etc., sensory bins containing shredded paper, bubble wrap, water beads etc.
- Smell: plug in diffusors, cushions or pieces of material with essential oils soaked in, hand creams/lotions, scratch and sniff books/stickers, room sprays.
- Proprioceptive (body awareness): weighted blanket, body socks, stuffed animals, play tents and tunnels, large cushions, bean bags, balloons, resistance bands, fidgets, card boxes to jump on, squeeze into, rip apart, weight bearing activities.
- Vestibular (balance and movement): balance boards, steppingstones, space hoppers, therapy balls, wobble cushion, skipping rope.
- Interoceptive: calming music, images of mindfulness exercises, play dough, bean bags, fidgets, drawing/colouring/painting resources.
- Other: sand timers can be helpful to show children how long they can stay in the sensory space for, oral motor resources such as chew toys, crunchy food, musical instruments, straws and cotton wool balls, bubbles.
Some aspects of the sensory space may be overwhelming for some children, particularly if there is a lot of equipment on display. It is therefore important to consider where you will store your equipment when it is not being used to reduce the sensory stimuli in the environment for those children who need it.
References
Mcdonald, M. (2019), National Association of Elementary School Principals: New Sensation: 7 tips for building a successful sensory room in your school.
National Council for Special Education (2021). Sensory Spaces in Schools.