In this extra post, Carolina Borda-Niño-Wildman and Lauren Gillies-Walker explore sensory experiences for neurodivergent students in Higher Education. Understanding sensory processing and how it impacts learning is key to designing inclusive teaching practices, the topic of their previous post, ‘A review of the University’s approach to neuro-inclusive course structures’. When it comes to sensory experiences, many institutions across higher education have historically taken a technical approach focused on estates and accommodation design, whilst overlooking individual sensory and physical impairments (Department for Education, 2017). This post considers the latter – the individual students’ social, mental, and sensory needs – while calling for a holistic approach to student support. Carolina and Lauren are both previous and upcoming (respectively) Teaching Fellows at School for Heath in Social Sciences.
What is sensory processing?
Sensory processing involves how the nervous system responds to external and internal stimuli, including the integration and organisation of sensory information (Miller & Lane, 2000; Kamath et al., 2020). The senses involved in sensory processing include:
- Sight
- Sound
- Taste
- Touch
- Smell
- Balance
- Body Awareness
- Internal body signals
Autistic individuals and those with ADHD may experience sensory processing differently from the general population (Howe, 2022; Kamath et al., 2020) and traditional teaching methods often overlook the diverse ways in which students process information and can be impacted by their surroundings.
How can differences in sensory processing impact the student experience?
In university settings, differences in sensory processing can impact the student experience. For instance, environmental aspects such as lighting, noise, temperature or open-plan learning spaces can impact how well neurodivergent students are able to engage. Low-stimulation environments might lead to underload, but high-stimulation environments can also lead to overload.
Research on sensory processing in educational settings has highlighted the following:
- Sensation avoidance can cause students to eschew activities that provide more sensory stimulation than they are comfortable processing, hindering their opportunities for social integration (Abernethy, 2010)
- Sensory processing differences may lead to particular selections, challenges, and loss of options about study and exam environments, choice of leisure activities and social life (Clince et al, 2016)
- Stressful sensory experiences may result in students wishing to change study programmes (Bolourian, Zeedyk and Blacher, 2018).
- Study and exam environments might be perceived as overwhelming, preventing students from engaging in university activities (Clince et al., 2016).
Positive coping mechanisms are, in the main, devised by students, such as visiting teaching/exam environments to become familiar with them beforehand or finding a quieter place in the classroom (Howe, 2022). However, Howe (2022) identified that universities tend to be more proactive in providing academic support but less in understanding and creating accommodations in response to students’ social, mental, and sensory needs.
Stimming and social communication
One positive strategy that students use in classroom settings as a way to regulate and express emotions through sensory inputs is called stimming (Howe, 2022). For this to be effective and contribute to the wellbeing of autistic students and those with ADHD, there needs to be a certain level of awareness in students and lecturers to avoid stigma and understand and include stimming behaviour in their vocabulary of forms of being and interacting. Stimming options are more comprehensive in online settings, where students could use various fiddling objects and even a weight blanket whilst attending an online lecture (Howe, 2022).
The representation of autism and ADHD in teaching settings vary across disciplines, lecturers’ levels of awareness, university-inclusive policies, etc. In a study conducted by Bolourian et al (2018), it was evident how much impact lecturers’ perceptions of autism and ADHD have on students’ willingness to disclose their diagnosis and their likelihood of feeling safe, respected, and valued. Increasingly, teachers are becoming role models for students when university-inclusive policies are in place to allow and encourage staff to disclose their own ADHD and autism diagnosis (Farahar and Foster, 2021).
Bolourian et al (2018) found that facilitating appropriate ways of encouraging peer exchange and communication with teachers is essential to secure academic results and the wellbeing of students. Autistic students and students with ADHD might prefer one-to-one communication with peers and lecturers (Howe, 2022). This approach reduces sensory input, its sources, and unpredictability, leading to a heightened sense of control over their environment. Verbal communication might not be comfortable for some students, who might prefer interaction through online platforms, emails, chats, art forms, etc. (Adams et al., 2019; Hamilton and Petty, 2023).
Neuro-inclusive adaptions can also benefit all students. For instance, providing clear and explicit directions for tasks and assessments and detailed/well-structured information on assessment criteria can improve students’ understanding of the tasks ahead and their chances to excel academically (Gurbuz, Hanley and Riby, 2019; Sarrett, 2018).
Recommendations
Based on a review of the literature, some recommendations for addressing sensory needs and enhancing student support systems include:
- Neurodiversity Awareness Sessions for staff and students.
- Guidelines to assist teaching staff in identifying practical adjustments they could make in lectures and tutorials to better support neurodivergent students.
- Mentorship initiatives to support neurodivergent students.
- Increased focused on community building and networking events.
Additionally, future research on inclusive pedagogy within HE institutions that is co-produced alongside neurodivergent individuals is vital to provide further insight into how institutions can re-think policies and create environments that honour the strengths and needs of all learners.
Moving forward
It is clear that creating an inclusive and supportive environment for neurodivergent students in HE goes beyond making physical adjustments; it is about rethinking how we approach education altogether. By addressing sensory needs, enhancing support systems, and questioning traditional views of teaching and knowledge, we can create spaces where all students have the opportunity to succeed.
With the right resources, greater awareness, and a collective commitment from both educators and students, we can foster a future where neurodiversity is not only recognised but celebrated as an asset in education environments. The steps we take now will have lasting impacts, not only improving outcomes for neurodivergent students but enriching the learning experience for everyone.
What are your experiences with sensory processing in educational settings? Let us know in the comments below!
References
Abernethy, H. (2010). The assessment and treatment of sensory defensiveness in adult mental health: A literature review. British Journal of Occupational Therapy, 73(5), 210–218.
Adams, D., Simpson, K., Davies, L., Campbell, C., & Macdonald, L. (2019). Online learning for university students on the autism spectrum: A systematic review and questionnaire study. Australasian Journal of Educational Technology, 35(6), 111–131.
Bolourian, Y., Zeedyk, S. M., & Blacher, J. (2018). Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders. Journal of Autism and Developmental Disorders, 48(10), 3330–3343.
Clince, M., Connolly, L., & Nolan, C. (2016). Comparing and exploring the sensory processing patterns of higher education students with attention deficit hyperactivity disorder and autism spectrum disorder. AJOT: American Journal of Occupational Therapy, 70(2).
Department for Education. (2017). Inclusive Teaching and Learning in Higher Education as a Route to Excellence: January 2017.
Farahar, C., & Foster, A. (2021). #AutisticsInAcademia. In N. Brown (Ed.), Lived Experiences of Ableism in Academia: Strategies for Inclusion in Higher Education (pp. 197-216). Bristol University Press. doi:10.46692/9781447354123.016
Gurbuz, E., Hanley, M., & Riby, D. M. (2019). University Students with Autism: The Social and Academic Experiences of University in the UK. Journal of Autism and Developmental Disorders, 49(2), 617–631.
Howe, J. (2022). The sensory experiences of autistic students at university. Anglia Ruskin University.
Kamath, M. S., Dahm, C. R., Tucker, J. R., Huang-Pollock, C. L., Etter, N. M., & Neely, K. A. (2020). Sensory profiles in adults with and without ADHD. Research in Developmental Disabilities, 104(October 2019), 103696. https://doi.org/10.1016/j.ridd.2020.103696
Miller, L. J., & Lane, S. J. (2000). Toward a consensus in terminology in sensory integration theory and practice: Part 1: Taxonomy of neurophysiological processes. Sensory Integration Special Interest Section Quarterly, 23(1), 1–4.
Sarrett, J. C. (2018). Autism and Accommodations in Higher Education: Insights from the Autism Community. Journal of Autism and Developmental Disorders, 48(3).
Carolina Borda-Niño-Wildman
Carolina Borda-Niño-Wildman is Head of Research, Development, and Innovation at the National Health Service for Scotland’s Ayrshire & Arran region. She worked as a Teaching Fellow at the School of Health in Social Sciences between 2022 and 2023. She is a medical anthropologist, political scientist, and Butoh dancer, dedicated to studying the political economy of violence(s), the intersection of gender, class and ethnicity, and identity politics in Latin America and Europe.
Lauren Gillies-Walker
Dr Lauren Gillies-Walker is an academic psychologist whose research interests are focused on Neurodiversity, mental health, disabilities, emotion regulation and affective technologies. Her recent work has focused on reducing inequalities within healthcare and creating neuro-inclusive environments for Neurodivergent populations. Lauren is currently a Lecturer in Mental Health at The University of The West of Scotland, however will start a new position as a Teaching Fellow in Health in Social Sciences at The University of Edinburgh in October 2025.
