Teachers Coping as Adults with Sensory Processing Disorder

Let's look at a topic that many neurodivergent teachers can relate to: sensory processing disorder (SPD).

Teaching is indisputably a challenging profession, and for adults with sensory processing disorder, the journey can be even more complex.

Together, with the info of occupational therapy perspectives and a deeper understanding of sensory issues, we'll explore how to not only cope or survive; but to begin to actually feel good in the classroom. 

This blog offers educational content; not medical advice. Please, consult a healthcare professional for personal mental health concerns.

Exploring Sensory Issues: Adults with Sensory Processing Disorder

According to ADDitude Magazine, sensory processing disorder (SPD) is a “neurological condition that interferes with the body’s ability to receive messages from the senses, and convert those messages into appropriate motor and behavioral responses.”

If you have ever been irritated by a scratchy tag, a pebble in your sock, or the high decibel level of fireworks, you can already relate to the feeling.

Having SPD while teaching can feel like taking all of those things, and mixing them together with competing high-stakes priorities, multiple conversations, and not enough time.

When an teacher is overwhelmed by the sunlight peeking through the blinds and the sounds of a student's tablet as they practice a new melody, they can't use their limited energy and attention span on much else.

Recognizing Symptoms of SPD

Other symptoms of SPD, according to the STAR Institute, include being emotionally reactive to events that feel overwhelming, and not being able to identify what caused the upset; problems tolerating bathing, grooming; problems with driving or parking; and being overwhelmed by crowds.

People's brains process sensory information differently, making social situations, or visiting public places, feel next to impossible. 

Adults with sensory processing disorder can easily become overwhelmed and shutdown in any or all of these situations.

Those teachers who have students or children who suffer from SPD can also relate to the signs in an academic setting.

You might see students taking longer to complete an assignment because they are distracted by an experience either external or internal.

It could be loud sounds, of course, but it could also be something more subtle.

For example, I had students who would not sit on the carpet, but instead on the cold tile floor.

It could be the sensation of the pencil scratching the paper while writing.

Or the gurgling of one's stomach as lunch time comes closer.

The underlying chronic discomfort that SPD causes can contribute to lashing out, or to sensory meltdowns. 

SPD can also create areas where people feel their senses are dampened or muted, making the person more sensory-seeking.

In an attempt to focus or feel happier, a person might pace or jump, swing, bounce, or engage in other sensory-seeking behaviors.

A kid may repeatedly throw themselves onto a sofa, because they can't feel the sensation or the pain. 

Adults with sensory processing disorder may struggle with proprioceptive sensing and lose their balance or bump into things.

Or they might not know if they are hungry or full until they've reached an extreme level.

If left untreated, SPD can lead to symptoms of sensory overload which then affect daily functioning.

This in turn affects self-esteem and can even contribute to social isolation. 

In thinking of the typical school setting, one can see how the opportunities for everyday activities leading to emotional shutdown are plentiful.

In today's society the loudest, fastest, strongest, most outgoing, most charismatic personalities are held as the ideal.

Music blares at football games, during commencement ceremonies, or even lunch.

Adults with sensory processing disorder absolutely need to bring ear plugs and potentially set limits on how long or to what degree to participate in events.

Other personal anecdotes from teachers include: textural sensitivities to holding an eraser, for example, or avoiding anything like felt; the sound of a dry erase marker on the board; the loud noise when the timer goes off; the slamming of a door in a windy hallway.

The fire drills, oh the fire drills.

There’s the assessments, planning, sub plans, field trips, nurse forms, behavior documentation, attendance, lunch counts, and so much more.

It is understandable why someone would feel a little stressed, especially with SPD playing a critical role. 

Coping with SPD: the Daily Life of an Educator

Living with sensory processing disorder (SPD) presents unique challenges in navigating daily activities, both inside and outside the classroom.

As educators, it's essential to develop practical coping strategies tailored to individual sensory needs.

In this section, we'll explore some effective techniques for managing SPD symptoms in various aspects of daily life.

Not everything will work for every person. Please tailor to fit your needs.

Teaching is one of the most variable jobs in the world, with some of the highest visibility and emotional burden.

It is affected by numerous factors outside of one’s control. Every school, every day, every student, every teacher, is different, is changing.

Did the students sleep well the night before? What did the one friend say to the other friend that sent them into a tail spin for the rest of the day?

How much can they practice their instrument or do their homework at home? Do they have transportation to and from school if needed?

These are just a few of the factors teachers deal with, not to mention the laundry list of other expectations coming from school, district officials, families, and society at large.

In order to be able to survive, much less enjoy, teaching one has to set some sensory-level boundaries.

Here are some practices to consider. Again, reach out to a licensed healthcare professional or occupational therapist for support and questions.

(Note: Check out Teach with ND’s other posts on this topic, including “10 Ways Neurodivergent Educators Can Request Accommodations.”)

• Use an empty space on a wall to do wall presses. Follow your breath in and out and you bend and extend your arms. (Check with your doctor first.)
• Listen to guided relaxation meditations. There are many great, short ones to choose from on apps like Insight Timer. 
• Put colored gym tape on the floor around your desk (or other area of your teaching space) and let your students know they may not cross a certain line. Consider standing there if you need extra visual boundaries for friends who stand a little too close at times.
• Establish times during the day that the class (or classes) must be silent. For some ideas on how to do this, check out my post, “7 Ways to Manage Noise as a Neurodivergent Teacher.” This will give your nervous system a chance to decompress and regulate.
• Ear plugs, ear plugs, ear plugs. I love some of the ones from Loop, but you have to find what works for you.
• Progressive relaxation techniques, mindfulness, sensing one's feet on the ground, and more body-based practices (e.g., yoga, somatic experiencing, etc.) 

Managing Sensory Triggers

In addition to the aforementioned ideas, here are some other practices to consider.

There is some overlap between what helps neurodivergent students to feel safe and focus.

Here are some modifications you can try to help mitigate stress from some common triggers and avoid overload or burnout. 

• Request professional sound panels to be placed in your room or wherever you teach. Make sure to discuss this with your administrators and go through any necessary channels. You may not need to disclose any diagnoses, but when in doubt, talk to human resources (or a lawyer).
• Install covers over fluorescent bright lights. 
• Incorporate flexible seating options for yourself in addition to your students. Things like yoga balls can be calming.
• Invest in professional-looking yet soft and expansive clothing that feels good and is not restrictive. Shopping at thrift stores can be good for your wallet and to find clothing that's already a bit worn, to help mitigate the scratchiness factor. 
• Enforce no-fragrance rules if they exist, and if not, advocate for them. It is not only for yourself, but for any students or staff with allergies, asthma, SPD, and other conditions.
• Implement neutral or cool colors in your classroom decor, as opposed to harsh electric style neon colors. This is also standard practice for supporting students with attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), trauma, and other conditions.
• If you feel visually triggered by clutter, explore ways that truly work for you to help contain it. Don't try to do it the neurotypical way or fall victim to shame spirals. Enlist the help of eager volunteers. You don't have to mention the reasons behind it. And it doesn't need to be “perfect,” whatever that means. I read a wonderful book on managing clutter with ADHD, called Organizing Solutions for People with ADHD, 2nd Edition-Revised and Updated: Tips and Tools to Help You Take Charge of Your Life and Get Organized by Susan Pinsky. There are many other amazing resources out there! Whether or not you have ADHD, the book is designed to help the neurodivergent brain.
• Where appropriate, consider having a conversation with your students and/or colleagues. When leaders like teachers are brave and ask for what they need, it empowers students who are also struggling with sensory processing problems, to do the same. Many people feel uncomfortable in certain social interactions, so this can be tricky. Speak with a therapist beforehand to get your ideas ready and practice with a trusted friend. A simple conversation could be something like, “I care for each of you and value what you have to say. When multiple people are talking to me at once, however, I can't hear you and then I miss out. I don't want to miss what you want to tell me. Please remember to raise your hand and wait for me to call on you.” You don't need to mention any diagnoses you have. In my experience, students respond to authenticity, even though it can feel frightening to show a little vulnerability.

Implement New Ideas, Iterate, and Keep on Truckin' (with Realistic Expectations) 

First, one must accept that neurodivergent brains are simply wired in a particular way.

Neurodivergent bodies are perhaps more sensitive than others.

They may be different than other people's, but it doesn't mean anything negative.

Recognizing that there is no such thing as perfection, you can look at your sensory processing challenges with a neutral, observational lens. 

Teachers can work with occupational therapists, to determine areas of strength and areas in need of support.

They can prescribe exercises to do either with them in person or at home.

Sensory integration therapy essentially works to balance reactions to sensory input.

Connecting in Community

Living with SPD is an ongoing journey of finding what works, adapting it to fit one's needs, and learning to sit with the discomfort as well as the progress and wins.

Part of being successful in this pursuit is finding a community to connect with.

Whether it is a trained therapist, healthcare provider, national organization, or social media network, there are options available to support you.

Adults with SPD, and especially teachers, need support in order to put both the sensory experiences, as well as treatment techniques, into everyday life.

Whether you are most activated by the loud noises of students yelling at each other, the visual stimuli of flashing lights in a required professional development training, or the strong smells of the afternoon cafeteria, you are not alone. 

These environmental factors might be outside of your control, but you can still lead a happy and successful life, whether that is in or out of the classroom.

With the support of a trained occupational therapist it is possible to reduce the distress that symptoms of sensory processing disorder can cause in people's daily lives.

Alternatively you might decide it is time to look for a new position at your school, another school, or even to consider a change in careers.

Sometimes that is what is needed to make a significant impact in symptom reduction, but it's a decision everyone needs to make for themselves. 

Teach with ND is dedicated to supporting neurodivergent teachers including those living specifically with SPD by creating a resourceful, useful, encouraging online community.

I'm so happy you decided to stop by. Hope to see you again soon!

Please let me know in the comments what topics you would most like covered in future posts.

For more tips on managing daily challenges as a neurodivergent teacher, read the Key Neurodivergent Teachers' Guide to Managing Daily Challenges round-up!