Children's Sensory Processing in the Classroom: A Cross‐Sectional Study Using Teacher Rating.
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| Title: | Children's Sensory Processing in the Classroom: A Cross‐Sectional Study Using Teacher Rating. |
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| Authors: | Mills, Caroline1,2 (AUTHOR) caroline.mills@westernsydney.edu.au, Nash, Simone1,3 (AUTHOR), Agho, Kingsley Emwinyore1,4 (AUTHOR), Hinitt, Joanne5 (AUTHOR), Coxon, Kristy1,4 (AUTHOR) |
| Source: | Psychology in the Schools. Oct2025, Vol. 62 Issue 10, p4080-4091. 12p. |
| Subject Terms: | *Classrooms, *Class size, *Primary schools, *Child behavior, *Teacher evaluation, *Support services (Education), Gender differences (Sociology), Sensorimotor integration |
| Abstract: | Sensory processing has been linked with difficulties in school participation in children. Teacher perceptions of student sensory processing behaviors at school can impact outcomes, but have been underexplored. This study aimed to describe and explore factors influencing teacher rating of sensory processing difficulties in primary school aged children in their first 5 years of schooling (Kindergarten to Year 4). Binary logistic regression explored teacher rated sensory processing in 194 mainstream school students (mean age 7.79 years; male = 114, 58.76%) to determine factors influencing teacher rating of sensory processing difficulties. Male sex, age of student, class size and teacher qualifications were significant influencing factors. Findings have important implications for identifying and supporting children with these difficulties. These include the importance of screening for these difficulties, understanding underlying sensory patterns in designing classroom supports and being aware of possible biases in teacher ratings. There are multidisciplinary implications for those working in schools as well as related policies and practices. Practitioner Points: Students in larger classes are more likely to be missed by teachers in identifying their support needs.Sensory processing issues are more commonly identified in male students, but gendered norms may impact rating.Sensory processing difficulties, in particular sensory avoiding, may play a role in maladaptive classroom behaviors as observed by teachers. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Sensory processing has been linked with difficulties in school participation in children. Teacher perceptions of student sensory processing behaviors at school can impact outcomes, but have been underexplored. This study aimed to describe and explore factors influencing teacher rating of sensory processing difficulties in primary school aged children in their first 5 years of schooling (Kindergarten to Year 4). Binary logistic regression explored teacher rated sensory processing in 194 mainstream school students (mean age 7.79 years; male = 114, 58.76%) to determine factors influencing teacher rating of sensory processing difficulties. Male sex, age of student, class size and teacher qualifications were significant influencing factors. Findings have important implications for identifying and supporting children with these difficulties. These include the importance of screening for these difficulties, understanding underlying sensory patterns in designing classroom supports and being aware of possible biases in teacher ratings. There are multidisciplinary implications for those working in schools as well as related policies and practices. Practitioner Points: Students in larger classes are more likely to be missed by teachers in identifying their support needs.Sensory processing issues are more commonly identified in male students, but gendered norms may impact rating.Sensory processing difficulties, in particular sensory avoiding, may play a role in maladaptive classroom behaviors as observed by teachers. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00333085 |
| DOI: | 10.1002/pits.23598 |
