Last week we had the pleasure of hosting local Paediatric Occupational Therapist, Jessica L’Green, to speak with FMS families about how we can better support children’s sensory processing and emotional regulation.
Jessica’s insightful presentation opened with an invitation for the parents and educators present to first consider their own sensory processing tendencies and their own emotional responses; a practice she encouraged us to continue throughout the session.
This was a powerful beginning, as every adult in the room could relate to some (or many!) of the behaviours and emotional responses described. We could see lots of nodding of heads in agreement. Understanding how and why these feelings manifest in ourselves helps us better understand them in our children. It’s understanding that enables us to provide help and support. As Jessica said, it’s about co-regulation.
With everyone engaged and ready to self-reflect, Jessica dived in with a detailed explanation of exactly what sensory processing and emotional regulation mean, to help us understand further.
Understanding Sensory Processing:
Jessica explained that we have not five, but EIGHT senses as follow:
- Sight
- Sound
- Taste
- Touch
- Smell
- Vestibular (balance)
- Proprioception (body awareness)
- Interoception (internal body cues)
She explained how every one of us – whether neurotypical or neurodivergent – may be either soothed or stimulated by input to our senses. As a result, we might seek or avoid certain sensations. Jessica explained that seeking or avoidance behaviour may be stronger or more dominant in particular senses, and with varying degrees for individuals too.
Here are some examples of seeking and avoidance behaviours for each of the senses.
How many do you relate to?
Sight
- Seeking: Staring at bright lights, spinning objects, or watching fast-moving visuals like video games or flashing toys.
- Avoiding: Shielding eyes from sunlight or bright rooms, becoming distressed in visually busy environments like shopping centres.
Sound
- Seeking: Turning up music loudly, making repetitive noises (humming, tapping), or enjoying noisy environments.
- Avoiding: Covering ears during loud sounds (vacuum, sirens), avoiding places with background noise like restaurants.
Taste
- Seeking: Craving intense flavours (spicy, sour), chewing non-food items like pencils or clothing.
- Avoiding: Picky eating, rejecting foods based on taste or texture, gagging at unfamiliar flavours.
Touch
- Seeking: Constantly touching textures, enjoying messy play (mud, slime), or hugging tightly.
- Avoiding: Refusing to wear certain fabrics, reacting strongly to unexpected touch, or avoiding messy activities.
Smell
- Seeking: sniffing people or objects, enjoying unusual and strong odours.
- Avoiding: strong reactions or discomfort to smells like gagging, nose covering, leaving a room or avoiding particular environments
Vestibular (balance)
- Seeking: Constantly moving—spinning, swinging, jumping, or climbing; loves roller coasters or fast rides.
- Avoiding: Dislikes elevators, swings, or being upside down; may get dizzy easily and avoid movement-based play.
Proprioception:
- Seeking: Crashes into furniture, stomps while walking, enjoys tight hugs or squeezing into small spaces. May love roughhousing or heavy lifting.
- Avoiding: Moves cautiously, avoids sports or physical play and may seem stiff or unsure of their body in space. They might dislike being jostled or bumped.
Interoception (internal body cues)
- Seeking: May engage in intense activity to feel internal sensations like a racing heart or muscle fatigue. They might eat spicy foods or seek emotional highs.
- Avoiding: Might ignore hunger, thirst, or bathroom needs due to discomfort with internal sensations. They may shut down emotionally to avoid feeling overwhelmed.
As the adult parent, carer or educator, understanding these sensory responses provides invaluable insight to understanding the behaviours of the children in our care – and a window to how we can help support their sensory needs.
Seeking or avoiding sensation is ultimately an effort to calm or balance our nervous system. How we do this in response to the sensory input is what we call emotional regulation.
Emotional Regulation
Emotional Regulation is closely linked to sensory processing—how we experience and respond to the world around us. When the environment feels overwhelming, emotions can be harder to control. This is experienced by adults and heightened in children.
A key take-away from Jessica’s session was that we speak often of self-regulation and helping children to self regulate, however, as many adults have not mastered this, children cannot be expected to do so without guidance, instruction or support.
This is where the aware adult, with understanding and knowledge can genuinely begin to help. Our focus should be on co-regulation.
Emotional Regulation & The Montessori Environment
Jessica provided a range of strategies that help us to help our children to stay more regulated. You’ll find these, and others, implemented within the Montessori environment from the earliest experience of learning in a Montessori school. At FMS, that is from the age of 2!
Here are some examples:
Peaceful Atmosphere – Quiet corners or “peace areas” allow children to retreat and self-regulate when emotions run high. Soft lighting, natural materials, and uncluttered spaces promote a sense of calm.
Order and Structure – Materials are arranged in a consistent, predictable way, helping children feel secure and in control. Clear routines and visual cues reduce anxiety around transitions and expectations. Daily routines at FMS are all about predictability, order and structure.
Connection to Nature – Montessori classrooms include plants, natural light, and outdoor space, which help soothe the nervous system and reduce sensory overload.
Freedom Within Limits – Children choose their activities, which fosters autonomy and reduces the pressure of forced tasks. This freedom is balanced with gentle guidance, helping children feel safe and supported.
Mindfulness and Emotional Literacy – Activities like breathing exercises, glitter jars, and body scans help children develop self-awareness and emotional regulation. Teachers model calm behavior and respectful communication, reinforcing emotional safety.
Respectful Social Environment – Mixed-age classrooms encourage peer mentoring and reduce competition. Teachers observe rather than direct, allowing children to work at their own pace without pressure.
Oh yes, and no uniforms so no itchy, annoying stuff on prescribed school clothing. Our kids get to choose what they wear. This focus on individuality and personal choice also turns out to beneficial all round.
We sincerely thank Jessica for her very informative session and encourage you to download her generously shared parent hand-out: An OT’s Guide to Sensory Processing, Emotional Regulation and Practical Strategies.
To learn more about Forestville Montessori School and how we support children’s socio-emotional regulation, get in touch or book a tour here, or visit us this Saturday for Open Day 2025!
