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Improving Focus and Behavior in the Classroom Digital Course
A Balanced Brain: A Multi-Sensory Program for Learning and Focus
Do you have a student who’s always moving, touching everything, or humming non-stop? They might be asensory seeker—a child with a high sensory threshold who craves extra input to feel regulated.
In this episode ofAll Things Sensory, we break down what sensory seeking really means, why it can look different for every child, and how to proactively support these students in the classroom. We’ll share real-life examples, practical strategies you can start using tomorrow, and the one thing you shouldnever take away from a sensory seeker.
Plus—we’ve got a freeSensory Preferences Checklist to help you understand each child’s unique needs!
FREE Sensory Preference Checklist
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Crawling for Brain Development
If you’ve worked with a child who’s always moving, fidgeting, humming, or chewing, you may be supporting a sensory seeker—someone whose nervous system craves extra input to stay calm and focused. When these needs aren’t met, especially in structured settings, they may struggle to sit still, complete tasks, or interact appropriately with peers.
One of the most important mindset shifts for teachers and caregivers is this: Sensory strategies are not rewards—they are tools for learning. Using sensory breaks only after “good behavior” misses the point.
Proactive movement and regulation strategies are essential for sensory seekers' success. By scheduling these supports throughout the day, we’re not “giving in”—we’re giving children the tools their brains and bodies need to focus, learn, and thrive.
Some common sensory-seeking behaviors include:
Constant movement: rocking, wiggling, tapping feet, or pacing.
Touching others or objects: often to the point of distraction.
Oral seeking: chewing pencils, clothing, or other objects.
Making noises: humming, singing, or loud self-talk to stimulate the nervous system.
If these behaviors are significantly impacting learning—for the child or their peers—it’s time to integrate sensory supports.
Variety is key. Offer:
Therapy balls or wiggle stools.
Wedge cushions or standing desks.
Floor workstations.
Resistance bands on chair legs for “foot fidgets”.
Encourage students to self-advocate by choosing the seat that helps them focus best.
Plan sensory “snacks” (short bursts of input) every 50–60 minutes. Examples:
Stretching.
Yoga poses.
Wall push-ups or chair push-ups.
Crawling or animal walks.
For a bigger “sensory meal,” use recess or motor labs with stations for jumping, balancing, and heavy work.
Heavy work—pushing, pulling, carrying—provides deep pressure input that calms the nervous system. Assign tasks like:
Carrying books or bins to the library.
Setting up chairs or stacking them.
Erasing the board or cleaning desks.
If chewing is an issue, provide:
Chewable pencil toppers.
Silicone necklaces.
Velcro strips under desks for tactile fidgeting.
Fluorescent lighting can overstimulate. Use:
Natural light when possible.
Soft lamp lighting.
Fluorescent light filters if overhead lighting can’t be replaced.
Never remove recess as punishment for sensory seekers—this is prime regulation time.
Avoid making sensory breaks conditional on behavior.
Don’t expect a one-size-fits-all solution—support needs vary from child to child.
Supporting sensory seekers in the classroom isn’t about fixing behavior—it’s about fueling the nervous system so learning can happen. By proactively integrating movement, heavy work, and sensory tools into daily routines, you’ll see improved focus, fewer disruptions, and a happier learning environment.
Start small, be consistent, and remember—every step you take toward understanding and supporting sensory needs helps create a classroom where all children can thrive.
BORING, BUT NECESSARY LEGAL DISCLAIMERS
While we make every effort to share correct information, we are still learning. We will double check all of our facts but realize that medicine is a constantly changing science and art. One doctor / therapist may have a different way of doing things from another. We are simply presenting our views and opinions on how to address common sensory challenges, health related difficulties and what we have found to be beneficial that will be as evidenced based as possible. By listening to this podcast, you agree not to use this podcast as medical advice to treat any medical condition in either yourself or your children. Consult your child’s pediatrician/ therapist for any medical issues that he or she may be having. This entire disclaimer also applies to any guests or contributors to the podcast. Under no circumstances shall Rachel Harrington, Harkla, Jessica Hill, or any guests or contributors to the podcast, as well as any employees, associates, or affiliates of Harkla, be responsible for damages arising from use of the podcast.
Keep in mind that we may receive commissions when you click our links and make purchases. However, this does not impact our reviews and comparisons. We try our best to keep things fair and balanced, in order to help you make the best choice for you.
This podcast should not be used in any legal capacity whatsoever, including but not limited to establishing “standard of care” in a legal sense or as a basis for expert witness testimony. No guarantee is given regarding the accuracy of any statements or opinions made on the podcast.
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