Introduction: The Puzzle of Perplexing Behavior
Does one of your students constantly bump into desks and other children? Do they have a complete meltdown over the tag in their shirt? Do they refuse to participate in group activities on the carpet or avoid art projects involving glue or paint? As a teacher, these kinds of behaviors can be deeply confusing and frustrating. It’s easy to interpret them as defiance or attention-seeking, but what if it’s not about behavior at all?
What if these actions are pieces of a puzzle? When you see your student’s perplexing behaviors not as intentional acts of misbehavior but as vital clues, you can begin to solve that puzzle. The key lies in understanding their unique sensory world—the way their brain takes in, organizes, and uses information from their senses. Let’s explore five truths that will provide a new lens for understanding your students.
1. It’s Often a “Difference,” Not a “Disorder”
One of the most powerful shifts in understanding sensory challenges is moving away from the language of pathology. Author and educator Carol Stock Kranowitz made this point clear when she deliberately changed the subtitle of her groundbreaking book, The Out-of-Sync Child, from “Recognizing and Coping with Sensory Processing Disorder” to “Recognizing and Coping with Sensory Processing Differences.”
This isn’t just a matter of semantics; it’s a fundamental change in perspective. It reframes neurological atypicalities as variations of the human experience rather than flaws that need to be fixed. When we see a student who seeks constant movement or who can’t tolerate sitting on the carpet during circle time, we can understand it as a personal difference, not a sign that they are “wrong” or “broken.” This mindset is crucial for fostering acceptance, building a student’s self-esteem, and celebrating the unique way they experience the world.
“We’re not sick or damaged, we’re different.” – Temple Grandin
2. Their “Misbehavior” Is a Form of Communication
For a student who can’t articulate their internal state, behavior is their primary form of communication. What often looks like “misbehavior” is actually a signal about their sensory needs and challenges. Their actions are telling you something important about what is happening inside their nervous system.
For example:
- A student who refuses to participate in finger painting isn’t trying to be difficult; they are communicating that the tactile sensation is physically overwhelming or unpleasant for them.
- A student who constantly rocks in their chair, bounces their leg, or presses against the wall isn’t being disruptive; they are communicating a deep, unmet need for proprioceptive input—the sense of their body in space. Responding to this communication might mean offering a wobble cushion, movement break, or a “heavy work” task like carrying books to the library, rather than a behavioral consequence.
This insight transforms your role as an educator. You shift from being a disciplinarian reacting to surface-level behavior to becoming a detective, looking for the underlying need your student is trying to express. You start asking “What is this student telling me?” instead of “Why won’t this student follow directions?” This approach recognizes that their struggles are often involuntary.
“The inability to function smoothly is not because the child won’t, but because he can’t.”
If you suspect a student is struggling with sensory processing, reach out to your school’s occupational therapy team. They can provide valuable insights, observe the student in the classroom, and suggest specific strategies.
3. We Have More Than Five Senses—And the Hidden Ones Are in Charge
Most of us learn about the classic five senses: sight, sound, smell, taste, and touch. However, there are other, lesser-known senses that are foundational to our ability to navigate the world. Two of the most critical are the vestibular and proprioceptive senses.
- The vestibular sense provides input from the inner ear about movement, gravity, and balance. It’s our internal GPS, telling us where our body is in space and how it’s moving. A student with an under-responsive vestibular system might need to spin in their chair or constantly fidget, while an over-responsive student might refuse to participate in gym class or become anxious during fire drills when the routine changes.
- The proprioceptive sense gives us input from our muscles and joints about body position. It’s how you can touch your nose with your eyes closed or walk up stairs without looking at your feet. This is why a student with poor proprioceptive feedback may seem clumsy, break pencil points, bump into classmates during transitions, or use too much force when closing their desk, as they struggle to sense their own body’s position and movement.
These “hidden” senses are essential for feeling secure, coordinated, and grounded. They form the base of our sensory system, and when they are out of sync, it can affect everything from emotional regulation to academic performance. The vestibular system, in particular, is so fundamental to our survival that its needs can override almost everything else—including the ability to sit still and focus.
“Indeed, our need to know where we are in relation to the earth is more compelling than our need for food, for tactile comfort, or even for a mother-child bond.”
4. A “Sensory Diet” Has Nothing to Do with Food
When educators first hear the term “sensory diet,” many understandably assume it relates to what a student eats. However, a sensory diet has nothing to do with food.
A sensory diet is a personalized and scheduled program of physical activities designed to provide the specific sensory input a student’s nervous system needs to stay focused and organized throughout the day. Developed by an occupational therapist, this plan isn’t a reaction to a meltdown; it’s a proactive strategy to prevent sensory and emotional overload before it happens.
Think of it like this: for some students, the constant stream of sensory information coming into their brain can create a “traffic jam.” The information gets mixed up, slowed down, or blocked. A sensory diet provides targeted activities that help the “traffic flow better,” allowing the student to feel regulated and ready to learn. These “sensory snacks” can be categorized by their purpose:
- To wake up a sluggish system (Alerting): Jumping jacks before a lesson, marching in place during a brain break, or using a standing desk option.
- To organize and focus (Just Right): Carrying a stack of books to return to the library, pushing chairs in after lunch, wall push-ups, or using a weighted lap pad during independent work.
- To calm an overwhelmed student (Calming): Deep breathing exercises, drinking water through a straw, using noise-canceling headphones during independent work, or sitting in a designated “cozy corner” with soft lighting.
Your school’s OT team can help develop appropriate sensory strategies for individual students and even suggest universal design accommodations that benefit the whole class. Many sensory supports—like flexible seating, movement breaks, and fidget tools—help all learners, not just those with sensory differences.
5. A Sensory “Difference” Can Be a Superpower
While it’s crucial to support the challenges that come with sensory processing differences, it’s equally important to recognize that processing the world differently can lead to unique strengths and extraordinary talents.
Consider the story of Vaughn Smith, a carpet cleaner who always felt “out of sync” as a boy. He never quite fit in at school, but he discovered he had a remarkable talent: he could pick up languages with incredible ease. Vaughn has an auditory difference that allows him to speak 37 languages, including some Native American languages that have practically vanished. He is what’s known as a hyperpolyglot.
His story is a powerful reminder that what makes someone “different” can also be the source of a remarkable asset. A student who is highly sensitive to visual details may excel in art, science observation, or pattern recognition. A student who needs constant movement might thrive in hands-on learning, kinesthetic activities, or eventually as a performer or athlete. By shifting your focus, you can begin to look for the potential strengths that accompany your student’s sensory challenges and help them nurture their unique gifts in your classroom.
Conclusion: A New Lens for a New Understanding
Viewing your students through the lens of sensory processing changes everything. The perplexing behaviors that once caused frustration and disrupted your classroom can now be seen as signals—a roadmap to your student’s inner world. This new perspective replaces judgment with empathy, and reaction with support. It empowers you to become your student’s most effective advocate in the classroom, helping them navigate an educational environment that isn’t always built for their unique nervous system.
You don’t have to navigate this alone. Your school’s occupational therapy team is an invaluable resource. They can observe students, provide specific recommendations, help implement sensory strategies in the classroom, and work with families to ensure consistency between home and school. Don’t hesitate to reach out with your questions and concerns—collaboration is key to supporting these students effectively.
Now that you can see their behavior as a signal, what is your student trying to tell you?
