Part 1: The Sensory Seesaw – Why Some Kids Bounce Off the Walls (and Others Hide Under Desks)

For more in depth tricks, tips, and understanding check out the March Workshop Power of Sensory: Understanding Sensory Needs To Improve Regulation HERE

Ever had a student who couldn’t stay in their seat, no matter how many times you reminded them? Or one who recoiled in horror at the texture of glue? Or maybe you have a student who is bouncing off the wall, keeps touching others, and gets wayyy too close to you and everybody else?

Welcome to the wonderful world of sensory processing—where some kids are sensory seeking and others are sensory avoidant, dodging every unexpected touch, sound, or smell like it’s going to push them right over the edge.

Understanding sensory needs can make a huge difference in your classroom. And no, you don’t need a Ph.D. in neuroscience—just a few simple strategies to either feed (stimulate) or soothe (calm) a student’s sensory system. 

Let’s start with two big ones: proprioceptive (body awareness) and vestibular (balance & movement).

Proprioceptive (a.k.a. "Where’s My Body in Space?")

What is Proprioceptive?

Proprioceptive sensory input is the body’s way of knowing where it is in space and how much force to use when moving. It comes from our muscles, joints, and deep pressure receptors. This sense helps students with coordination, balance, and self-regulation.

For example, when a student hugs themselves tightly, pushes against a wall, carries a heavy backpack, or squeezes a stress ball, they’re using proprioceptive input. These activities can help students feel more grounded, calm, and in control of their bodies, especially if they struggle with focus, fidgeting, or emotional regulation.

In the classroom, proprioceptive strategies like chair push-ups, deep pressure tools (weighted blankets, lap pads), or slow, controlled movements (yoga, stretching) can support students who need help calming down or staying engaged.

Some kids crave proprioceptive feedback like deep pressure and heavy work. Others avoid proprioceptive input like touch or movement altogether, flinching at a high-five like it’s an incoming dodgeball.

You can tell when students need more proprioceptive input by watching for signs that they are struggling with body awareness, movement control, or self-regulation. Here are some common indicators:

Signs a Student May Need More Proprioceptive Input

👀 Fidgeting & Seeking Pressure

• Constantly leaning on desks, slumping in chairs, or wrapping themselves up in hoodies

• Hugging, squeezing, or pressing into objects or people

• Craving tight spaces (e.g., sitting under desks, wrapping in a blanket)

🚧 Rough Play & Lack of Body Awareness

• Bumping into walls, desks, or people frequently

• Using too much force when writing, playing, or high-fiving

• Struggling to judge how much pressure to use when holding objects (e.g., breaking pencils, gripping too hard)

😴 Low Energy & Sluggishness

• Appearing lethargic or slow to respond

• Struggling to sit upright or constantly shifting in their seat

• Moving with little coordination, looking clumsy or unsteady

⛈ Emotional & Behavioral Signs

• Becoming overwhelmed, frustrated, or dysregulated easily

• Difficulty staying focused or transitioning between activities

• Showing signs of anxiety or agitation without a clear trigger

🍿If Students Need More Input

• Give them weighted objects (vests, blankets, or even a “heavy work” backpack).

• Let them push, pull, and carry things—think wheelbarrows, resistance bands, or helping you “rearrange” the classroom.

• Wall push-ups or chair push-ups = the teacher-approved way to fidget.

• Monkey bars? Jungle gyms? Let them climb like the little superheroes they are.

🛑 If They Need Less Input:

• Deep-pressure hugs (if they’re comfortable with it) or compression vests.

• Let them work under a weighted blanket (yes, you might be jealous).

• Slow, rhythmic rocking—like in a rocking chair or hammock.

• Heavy work that doesn’t involve unexpected touch—stacking chairs or wiping tables works wonders.

📖 Quick Story: There was a kid in my class, let’s call him Ty, who could not not crash into things. It was like he had a personal mission to test the durability of every desk in the room. The secret to his success? I made him our Official Classroom Furniture Mover™. Need chairs stacked? Books moved? Ty was ON IT and it decreased the crashing and increased his focus.

Vestibular (a.k.a. "My Inner Compass is Confused")

Some kids are human tops, spinning in circles just for fun. Others turn green if they even think about a merry-go-round. 

Vestibular input comes from the inner ear and helps with balance, movement, and spatial awareness. When students don’t get enough vestibular input, they may struggle with focus, coordination, and self-regulation.

Signs a Student May Need More Vestibular Input

🌪️ Constantly Moving or Seeking Motion

• Rocking, spinning, swinging, or bouncing in their seat

• Tipping their chair back or hanging upside down over the side

• Running or spinning in circles when transitioning between activities

😵‍💫 Easily Dizzy or Avoiding Movement

• Struggling with activities that require balance, like standing on one foot or hopping

• Avoiding playground equipment like swings, slides, or climbing structures

• Feeling nauseous or overwhelmed by movement (e.g., car rides, escalators, or being picked up)

⚖️ Clumsiness & Poor Coordination

• Frequently tripping, falling, or bumping into furniture

• Difficulty copying movements during PE or dance

• Struggling with left/right awareness or crossing the midline (e.g., using both sides of the body together)

🧘‍♂️ Difficulty with Focus & Regulation

• Appearing sluggish or zoning out during seated tasks

• Getting overstimulated or dysregulated in busy environments

• Struggling to transition between activities or calm down after movement

💥 If They Need More Input:

• Let them spin in a chair or on a swing (preferably outside the classroom—trust me on this one).

• Jumping! Trampolines, hopping, even just bouncing in place helps.

• Rolling—log rolling, somersaults, or just rolling on a yoga ball.

• Create obstacle courses with climbing, crawling, and balance elements.

🛑 If They Need Less Input:

• Rocking chairs, hammocks, or gentle swaying.

• Deep breathing while lying down (think “be a pancake” relaxation time).

• Weighted lap pads to help them feel more grounded.

• Slow, controlled yoga poses—child’s pose is a game-changer.

• Walking at a steady pace, especially outdoors where they can reset.

📖 Quick Story: Ever had a student who couldn't sit still during a read-aloud? I once had a kid who, mid-story, would just get up and start spinning. Solution? I put him on a yoga ball towards the back of the circle. He bounced quietly while listening, and no one else got motion sickness watching him twirl like a figure skater. Win-win.

Why This Matters

When we start to see movement and fidgeting as NEEDS, not just behaviors, it changes everything. Kids aren’t trying to be disruptive—they’re trying to get their bodies to feel right.

In Part 2, we’ll tackle the trickier senses—touch, sound, sight, taste, and smell—and how to help kids who seem to be allergic to socks, hum like they’re in a boy band, or react to fluorescent lights like they’re under interrogation.

Until then, embrace the wiggles and let the kids move!

Check Out The Power of Sensory Workshop on March 19th

For more in depth tricks, tips, and understanding check out the March Workshop Power of Sensory: Understanding Sensory Needs To Improve Regulation HERE

The Power of Sensory Workshop will answer the following questions: 

What is sensory processing and why is it important?

What sensory strategies can we use to help soothe a dysregulated system?

What sensory strategies can we use to help alert a lethargic system?

What practical tips exist for teachers in regards to sensory processing?