Sensory processing differences in children mean a child's brain takes in and responds to everyday sensations, such as sound, touch, light and movement, differently from other children. Some children are over-responsive, some are under-responsive or seek out intense sensations, and a paediatric occupational therapist can help work out what's going on and what helps.
Prepared by Trevor Keen Founder and Physiotherapist · Published 18 December 2025 · Updated 27 October 2026 |
Throughout their growth and development, children encounter a range of sensory experiences every day. For most children, making sense of these happens naturally. For some, it's harder, and it can affect play, learning and everyday routines. At Conscious Healthcare SA (CHSA), we help families understand their child's sensory needs and find strategies that support their development and wellbeing.
At a glance
| ✓ | Sensory processing is how the brain takes in, organises and responds to information from the senses. |
| ✓ | There are more than the five familiar senses: balance and movement (vestibular), body awareness (proprioception) and internal body signals (interoception) matter too. |
| ✓ | Some children are over-responsive to sensations, some are under-responsive, and many are a mix of both. |
| ✓ | Sensory differences are common in autistic children and are part of how autism is described, but they also occur in children without a diagnosis. |
| ✓ | A paediatric occupational therapist (OT) can assess a child's sensory processing and suggest strategies for home and school. |
In this guide
Sensory processing is how the brain interprets and responds to information from the senses. It starts when receptors in the body pick up input, such as a sound, a texture or a light, and send it to the brain. The brain organises those signals so the body can respond.
The brain does this constantly, from the feeling of wind on your face to hearing a dog bark in the distance. For children with sensory processing differences, the brain may over- or under-respond to some sensations, which can make everyday settings harder to manage.
You may also hear the term "sensory processing disorder" (SPD). It isn't listed as a separate diagnosis in the DSM-5, the manual clinicians use to diagnose conditions, so many Australian clinicians talk about sensory processing differences instead. A child doesn't need a diagnosis to get support.
We usually talk about five senses, but several more play a part in how children develop:
Together, these senses are the foundation for many of the skills children need. When one or more works differently, it can affect daily tasks, learning and time with friends.
Wondering about your child's sensory needs?
Our paediatric occupational therapists can help you understand what your child needs and what helps at home and school.
Book or referCall 08 8166 4700Sensory processing differences show up in different ways. Understanding a child's patterns can help you tell when they might need extra support.
Over-responsive and under-responsive patterns
| Pattern | What it can look like |
|---|---|
| Over-responsive | Easily overwhelmed, especially when lots is happening at once. Distressed by everyday sounds, lights or textures others barely notice, such as certain clothing fabrics or loud noises, and may avoid them. |
| Under-responsive | May not react to sensations as expected: not responding when their name is called, or less aware of where their body is in space. |
| Sensory seeking | Looks for more intense input, such as jumping, spinning or crashing into things, to get the sensation their body needs. |
Many children show a mix of these, and their responses can change with tiredness, stress or the environment. Sensory differences are common in autistic children, and unusual responses to sensory input are part of how autism is described in the DSM-5. They also occur in children with ADHD and in children with no diagnosis at all.
Sensory differences can affect how a child plays, learns at school and socialises. A child with tactile sensitivities may avoid certain textures in art class, while a child who is under-responsive to visual input may find it hard to follow directions in the classroom.
They can also make transitions harder, such as stepping from an air-conditioned room into the summer heat, and affect focus during tasks or joining in group activities. Understanding how these challenges show up lets families and professionals work together on strategies that help the child take part.
Environments that suit a child's sensory needs help them feel comfortable and take part in everyday activities.
Spaces and routines like these give children a sense of control over their environment and can reduce sensory overwhelm. Building tools and activities into daily routines also helps children become active participants in managing their own sensory experiences.
Many children have mild sensory preferences from time to time. It may be worth talking to a professional if sensory responses regularly get in the way of daily life, such as dressing, eating, sleeping, school, play or family outings.
For GPs and referrers
For teachers, GPs and support coordinators
If you notice a child regularly struggling with sensory input at school or in daily routines, a referral to a paediatric occupational therapist can help the family understand what's going on. Refer to CHSA.
Paediatric occupational therapists (OTs) assess a child's sensory processing and create plans that suit their needs. An assessment usually includes:
| 1 | Observation Watching how the child responds to sensory input in different settings. |
| 2 | Information from the people who know them Talking with parents, other carers and teachers about what they notice day to day. |
| 3 | Standardised tools Using recognised questionnaires and assessments to understand the child's sensory processing patterns. |
| 4 | A tailored plan Strategies for the child, which may include changes at home (such as a quiet space), support at school, or therapy activities to help with regulation. |
At CHSA, our occupational therapists support children with a wide range of sensory processing differences, whether they're linked to autism, ADHD, early childhood experiences or a disability, or there's no diagnosis at all.
We work with families, schools and other professionals so children have environments that suit them. Sessions may include sensory integration therapy, play-based therapy and educational support, always meeting the child where they are and moving at a pace that builds their confidence over time.
Not a standalone one. Sensory processing disorder isn't listed as a separate diagnosis in the DSM-5, but sensory differences are real and an occupational therapist can assess and support them without a formal diagnosis.
They can be part of autism, but not always. Unusual responses to sensory input are one of the features described in the DSM-5 criteria for autism, and sensory differences also occur in children with ADHD and in children without any diagnosis.
It's when a child looks for more intense sensations, such as jumping, spinning, crashing into things or touching everything. It often means their body needs more input to feel regulated.
A paediatric occupational therapist is usually a good place to start. They can assess your child's sensory processing and suggest practical strategies for home and school.
Get support with sensory processing in Adelaide
Our OTs work alongside families, schools and other professionals to help children take part in everyday life at a pace that suits them.
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Prepared by
Trevor Keen Founder, Conscious Healthcare SA · Physiotherapist (AHPRA PHY0002063374) · Master of Physiotherapy and Bachelor of Psychological Studies, Flinders University |
Trevor is a physiotherapist whose lived experience of disability led him to found CHSA, bringing psychology, assessments, occupational therapy, behaviour support and dietetics under one roof in Adelaide. He has completed a Bachelor of Psychological Studies at Flinders University, is now studying psychology at honours level, and helps write our guides alongside the clinicians who deliver each service.
Sources
This guide is general information, not advice about your situation. Speak with your GP or one of our team about what's right for you.