Supporting sensational learners

Niblock, J., & Woodward, L. (2022). Supporting sensational learners. SIS Quarterly Practice Connections, 7(2), 7–9.

Many students with sensory processing differences experience difficulties in completing the required occupations to be successful in their school day (Bundy & Lane, 2020; Chien et al., 2016; Fernández-Andrés et al., 2015; Hertzog et al., 2019; Parham & Cosbey, 2020). Sensational learners are students who experience sensory processing differences, with and without other diagnoses, leading to academic performance below their potential and cognitive abilities (Bundy & Lane, 2020; Parham & Cosbey, 2020). These students often also experience secondary mental health concerns, such as anxiety, depression, aggression, impulsivity, and social isolation at school (Ben-Sasson et al., 2009; Fernández-Andrés et al., 2015; Parham & Cosbey, 2020) as a result of their sensory processing differences. This is consistent with literature showing that students with learning disabilities often academically achieve lower than their full academic abilities, performing instead at a level that is reflective of their motivation to learn. This motivation is affected by levels of self-efficacy, task avoidance, goal commitment, self-concept, and distressful socioemotional experiences in the classroom, often causing feelings of loneliness, peer rejection, and social isolation (Buonomo et al., 2017; Fletcher et al., 2014; Sideridis et al., 2006). Occupational therapy practitioners working in schools can support these students’ performance to allow their academic achievement to be reflective of their cognitive abilities.