The Brain Charity

Signs of visual sensory overload

Children may:

• squint or cover their eyes
• avoid eye contact
• struggle to focus on written work
• become tired or irritable quickly

Irlen syndrome

Some children experience visual stress, sometimes referred to as Irlen syndrome.

This can cause:

• words appearing to move or blur
• headaches while reading
• difficulty tracking text
• fatigue when reading

Some children benefit from:

• coloured overlays
• tinted lenses
• softer lighting
• larger text spacing

Helpful strategies for parents

• Reduce visual clutter where possible
• Provide calm spaces for homework
• Use visual schedules and simple layouts
• Allow breaks from screens and reading

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Auditory processing differences

Sound can be particularly challenging for some children.

Two common difficulties include:

Sound sensitivity

Certain sounds may feel painful or overwhelming, such as:

• hand dryers
• alarms
• shouting
• busy classrooms or playgrounds

Difficulty separating sounds

Some children struggle to distinguish foreground sounds from background noise.

For example, they may struggle to hear a teacher’s voice in a noisy classroom.

This can affect:

• listening
• following instructions
• concentration

Signs of auditory overload

Children may:

• cover their ears
• withdraw from noisy spaces
• become distressed in busy environments
• appear not to listen

Helpful strategies

• reduce background noise when possible
• use clear, short instructions
• provide written or visual information
• allow quiet recovery spaces

Noise-reducing headphones can also be helpful in some situations.

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Tactile processing (touch)

The tactile system processes information through the skin.

Some children may be very sensitive to touch, while others may seek it out.

Tactile sensitivity

Children may dislike:

• certain clothing fabrics
• labels or seams
• messy play
• unexpected touch

Hair brushing, nail cutting or washing can sometimes be distressing.

Tactile seeking

Some children seek touch to regulate their nervous system.

They may:

• enjoy squeezing, hugging or deep pressure
• touch surfaces and textures
• enjoy sensory materials such as sand, clay or water

Helpful strategies

• allow gradual exposure to new textures
• respect clothing preferences
• introduce messy play slowly
• provide options like tools, gloves or brushes for touching materials

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Taste and smell sensitivities

Taste and smell are closely connected sensory systems.

Some neurodivergent children experience very strong reactions to flavours, smells or food textures.

Signs of sensory-based food avoidance

Children may:

• eat a very limited range of foods
• prefer foods with specific textures
• react strongly to smells
• gag or refuse certain foods

ARFID

Some children experience Avoidant Restrictive Food Intake Disorder (ARFID).

Unlike other eating disorders, ARFID is not driven by body image concerns.

It is often linked to:

• sensory sensitivity
• anxiety
• fear of choking or vomiting

Support may involve occupational therapists, dietitians and psychologists.

Helpful strategies

• avoid forcing foods
• introduce small sensory changes gradually
• offer safe and familiar foods alongside new options
• reduce pressure during meals

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Proprioception – body awareness

The proprioceptive system tells us where our body is in space.

It relies on information from muscles and joints.

Proprioception helps us:

• control movement
• judge force and pressure
• coordinate actions

Signs of proprioceptive differences

Children may:

• bump into objects
• use too much or too little force
• seek deep pressure
• enjoy jumping, crashing or climbing

Why sensory seeking helps regulation

Activities that provide deep pressure or muscle resistance can help regulate the nervous system.

Examples include:

• carrying heavy objects
• pushing or pulling activities
• squeezing putty or clay
• jumping on trampolines

These activities can improve focus, calmness and body awareness.

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Vestibular system – balance and movement

The vestibular system, located in the inner ear, helps control:

• balance
• posture
• coordination
• spatial awareness

It also plays an important role in attention and emotional regulation.

Vestibular sensitivity

Some children may feel dizzy or unsafe with movement.

They may avoid:

• swings
• climbing
• spinning
• fast movement

Vestibular seeking

Other children crave movement and may:

• spin frequently
• jump or bounce
• rock back and forth
• struggle to sit still

Movement helps some children regulate their nervous system and focus.

Sensory circuits

Some schools use sensory circuits, which are short movement routines designed to regulate the nervous system.

These typically include:

• alerting activities (jumping, bouncing)
• organising activities (balance, coordination)
• calming activities (deep pressure, stretching)

Research suggests these activities can help improve attention, regulation and readiness to learn.

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Interoception – understanding body signals

Interoception refers to the ability to sense internal body signals such as:

• hunger
• thirst
• temperature
• pain
• needing the toilet
• emotional signals

Some neurodivergent children have difficulty recognising these signals.

This can affect:

• emotional regulation
• self-care
• recognising anxiety or stress

Parents can support children by helping children label body sensations and emotions, and establishing routines so that children begin to associate certain internal sensations (such as hunger or needing the toilet) with the appropriate response.