Sensory processing differences

This information has been co-produced with parent carer forum and professionals who work in the local NHS and local authority including occupational therapists, specialist Special Educational Needs and Disabilities (SEND) team, Children and Adolescent Mental Health Services (CAMHS) and education staff.

The purpose is to provide guidance to parents/carers, professionals and practitioners who support children and young people who experience sensory processing differences with the aim to promote consistency among professionals and reduce uncertainty for families. We'll review this information annually and as new evidence emerges. This information was last updated in May 2025.

The authors of this information are:

What sensory processing is

Our brain receives information from all our senses, such as sight, hearing, touch, smell, taste, proprioception (understanding where our body is in space), vestibular (how the body moves against gravity) and interoception (our internal sensations) which we use to interact with the world around us. This may affect our thoughts, feelings, motor responses, actions, behaviour, or a combination of these. We all process sensory information and for most people our ability to do this effectively and appropriately develops as we grow and mature.

How sensory processing affects people

All people process sensory information differently and have preferences for those sensory experiences they enjoy and seek, and those they do not like and avoid. Sensory processing differences can also include the ability to recognise and respond appropriately to sensory inputs. Sensory processing differences become a difficulty when they impact on a person's ability to participate in activities that are necessary for their learning and development.

For example:

children might find sensory information overwhelming, and they might struggle to cope with certain sensory experiences. They may try to avoid certain things, people or places
children might find everyday tasks difficult to tolerate, such as showering, wearing certain clothes, eating or teeth-brushing
children may seek out sensations to help them to regulate in a way that creates a problem in another way (for example, needing to move a lot during lessons)
when children are overwhelmed by sensory information it can make it more difficult for them to communicate their needs
sensory sensitivities can lead to higher stress and anxiety levels in a child. This in turn can mean they’re more tuned into sensory information and can become overwhelmed more easily
children may present differently from one day to the next and their sensory differences and difficulties may be context specific or be influenced by other factors, such as mood, tiredness or stress levels

Sensory processing differences and other conditions

Evidence suggests that sensory processing differences are often associated with conditions like Autism, Attention Deficit Hyperactivity Disorder (ADHD), Foetal Alcohol Spectrum Disorder (FASD), Cerebral Palsy, Developmental Coordination Disorder (DCD), mental health and trauma and attachment difficulties. However, sensory processing differences can be experienced by anyone, and consideration of sensory stimuli and its impact on learning and function should be needs-led and as such considered with, or without an associated diagnosis.

We acknowledge that Sensory Processing Disorder can sometimes be given as a diagnosis. However, it's not included in the International Classifications of Diseases (ICD) 10 or 11, or DSM V which are diagnostic manuals used to classify and diagnose physical health and mental health conditions and is therefore not a recognised diagnosis in the UK. Instead, our local NHS and Local authority services use the terms sensory processing differences or sensory processing difficulties, and these are considered a symptom rather than a standalone diagnosis.

Support when there are Sensory Processing Differences

All staff in the local area use approaches that are evidence based. Our local partnership delivers evidence-based support by trained individuals from a range of professional backgrounds.

The local statutory services will use sensory based interventions alongside other therapeutic and education strategies as part of the assessment of need. The focus of our local NHS and Local authority services is to offer sensory interventions that support a child or young person's sensory needs by adapting tasks or the environment and by improving the child or young person's capacity for self-regulation.

Consideration will always be given to whether sensory needs are above and beyond typical child development where development of sensory processing skills is a continual process. Our aim is to meet the child or young person’s needs in the appropriate context in order for the child or young person to thrive in all aspects of their lives.

Some key points and take home messages:

although “Sensory Processing Disorder” is not a recognised diagnosis in the UK, our local area partnership acknowledges the impact sensory differences and difficulties can have for children and young people and the importance of understanding and meeting these needs to enable children and young people to thrive
our local area partnership is working together to provide needs led and not diagnosis led advice and support as this provides a more individualised and holistic picture of the child or young person's strengths and challenges so the most appropriate advice and support can be given
many children and young people's sensory differences and difficulties can be met through universally available advice, support and reasonable adjustments. Some children and families may require more help, and a very small number of children may require specialist support
when required, specialist support may involve individualised assessment by the most appropriate professional, including sensory processing considerations and goals set to address the child or young person's ability to participate in activities that they want to, and need to do
however, it may be that other, non-sensory processing related factors, are having a greater impact on the child or young person than the sensory processing differences, and support can be tailored to address these non-sensory related difficulties.
if a child or young person is referred and seen by our NHS occupational therapist they will undertake a comprehensive assessment including:
- background and health history, development, social and environmental influences
- participation measures of self-care productivity and leisure occupations
- observation in relevant environments
- use of standardised assessments if appropriate
whilst local NHS and Local Authority occupational therapists do not deliver Ayres Sensory Integration® we do use the knowledge of neuroscience and Sensory Integration theory to support and influence our practice
we believe that by adapting the task or the environment and upskilling the individual, and the networks around them, we can support people with a range of sensory processing differences to take part in the activities that matter to them and enables them to thrive

The following information outlines some of the support that is available in your local area using the i-THRIVE Framework. This framework helps us consider:

the needs of children, young people and families using the common language of the five needs-based groupings: Thriving, Getting Advice, Getting Help, Getting More Help, Getting Risk Support
needs-led approach based on meeting need, not diagnosis
take a proactive, prevention and promotion enabling approach
supports effective partnership, cross-sector working and consideration of the full range of options of support
increasing accessibility of advice, help and risk support available in a timely way for the child, young person or family, where they are and in their community

Some of the services outlined below (for example, the mental health services) will support the child or young person with sensory difficulties only if the have a primary need of a mental health nature.