Meet the service team!

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Find out more about the fabulous team people who run our SensationALL services!

Collectively our team of practitioners and support workers have decades of experience working with people with complex needs and a wealth of knowledge and expertise.

Chloe Legge, Service Team Lead

about Chloe

What’s your role at SensationALL and what does it involve?
My role as Service Team Lead bridges service demand, design, and delivery with operations and HR. I collaborate with the operations team, session coordinators, and Clinical Team Lead to schedule and deliver services, recruit and allocate staff, lead our team of practitioners and youth workers, manage appraisals and training needs, as well as have fun in some sessions too!

What do you like most about SensationALL?
The shared passion within the team for supporting neurodivergent individuals, their families, carers, and the wider community. The genuine, authentic care shown by the team drives our work and ensures that a needs-led, person-centred approach remains at the heart of everything we do. I feel proud to work for a charity that retains such a strong sense of purpose and fosters an environment built on inclusion, understanding, and lived experience.

How long have you been at SensationALL?
I have been at SensationALL for over 3 years now, starting in a Youth Worker position in 2022, and becoming Service Team Lead in 2023. 

What’s your favourite sensory activity?
My favourite sensory activities are movement-based. I especially enjoy using the balance boards and vibration plates, as well as active games in the soft play room, particularly hide and seek or grounders. I also love making slime!

A fun fact about yourself!
I love being outdoors, and when I’m not playing hide and seek or making slime at SensationALL, you’ll usually find me in the mountains or tucked away in a remote coffee shop in some distant corner of Scotland. 

Rebekah Moorhouse, Clinical Team Lead

about Rebekah

What’s your role at SensationALL and what does it involve?
I’m the Clinical Team Lead. My role involves our training delivery and offerings and supporting with the clinical guidance for our team, ensuring high-quality, child-centred practice, and working closely with families to make sure each child’s sensory needs are truly understood and supported. I also help shape how we grow and develop as a service while keeping care, connection, and curiosity at the heart of everything we do.

What do you like most about SensationALL / what does SensationALL mean to you?
What I love most about SensationALL is the deep respect for every child and adult as an individual. SensationALL means safety, understanding, and possibility to me. It’s a place where differences are welcomed, nervous systems are honoured, and children are supported to thrive in ways that feel right for them.

How long have you been at SensationALL?
I’ve been part of SensationALL for 8 years.

What’s your favourite sensory activity?
My favourite sensory activity is anything involving deep pressure or heavy work. It’s grounding, regulating, and such a powerful way to help children feel safe and settled in their bodies.

A fun fact about yourself!
I love creating calm, cosy spaces and I’m always thinking about how environments can feel more regulating, nurturing, and welcoming. I’m also obsessed with Neuroscience which helps us understand neurodivergent nervous systems! 

Fran Duncan, Occupational Therapist

about Fran

What’s your role at SensationALL and what does it involve?
Presently, I am helping with the Tea & Tips service we offer to parents and carers. I speak with them about questions and concerns they have about their children, many times supporting them with information about self regulation, but also addressing other specific concerns they may have.

What do you like most about SensationALL / what does SensationALL mean to you?
SensationALL has always impressed me as a charity that helps people who may not be able to get support from our other community or health services, and can do things for them in a more timely manner. I feel it is an important charity for that reason, and also for the way it fosters supportive friendships/relationships among the users and their parents and carers.

How long have you been at SensationALL?
Being a close friend of Suz Strachan, I have know about the charity as it was developing and at its earliest stages. I have been involved with it since I moved back to Scotland from the States at the end of 2016, almost ten years now.

What’s your favourite sensory activity?
Any type of shoulder massage always hits the spot!

A fun fact about yourself!
I enjoy playing my violin both in a traditional Scottish group, and a Folk orchestra. 

Marie Massie, Practitioner

about Marie

What’s your role at SensationALL and what does it involve?
My role at SensationALL is as a service practitioner, therefore I plan and lead some SociALLise services, which aim to meet the needs and provide a positive experience for neurodivergent young people and adults.

What do you like most about SensationALL / what does SensationALL mean to you?
I enjoy developing positive relationships with our service users and families as well as supporting them to the best of my ability. I value this aspect of SensationALL.

How long have you been at SensationALL?
I have been at SensationALL for over 4 years now!

What’s your favourite sensory activity?
I enjoy sensory play, preferably with water or orbee’s and I like to encourage relaxation with sensory lights. 

A fun fact about yourself!
I like go karting and wanted to be a race driver for a long time! 

Kirsty Stanton, Practitioner

about Kirsty

What’s your role at SensationALL and what does it involve?
My focus is on the adult support groups, both in-person and online, and I work in a few of the teen groups too. You’ll mostly find me working at Belgrave House, only occasionally heading out to Westhill. I have ADHD and actually first came to SensationALL as a service user, attending the first in-person adult group back in October of 2023. In spring of 2024 the Youth Worker role for that group became vacant and I thought I would give it a shot! I have worked in that role since May of 2024, and was recently promoted to Practitioner. With the adults in particular I like to use a light touch, allowing service users to shape the group activities towards their needs in the knowledge that they can rely on me to support and advocate for them.

What do you like most about SensationALL / what does SensationALL mean to you?
Being neurodivergent myself, I love how aspects of my personality that feel like an obstacle in other workplaces are helpful and accepted here. The potential for peer support and intergenerational sharing of strategies, perspectives and approaches to the particular difficulties faced by neurodivergent people is amazing and I feel so honoured to be a part of that.

What’s your favourite sensory activity?
Anything with sound, particularly sound baths! I love how making and hearing music can quiet the brain and make everyone feel present.

A fun fact about yourself!
My background is actually in archaeology. I have two degrees in it and spent several years working for companies across the UK. Ask me about the Picts!

Caitlin Tawse, Senior Practitioner

about Caitlin

What’s your role at SensationALL and what does it involve?
As part of my role at SensationALL as a senior practitioner, I run our ChillOOT sessions focusing on self-regulation and managing emotions, as well as leading our social groups for teens and primary age kids, with some involvement in adult services as well! I am also the organisations mental health ambassador, helping to promote positive mental health in all that we do.

What do you like most about SensationALL?
SensationALL is a place that I feel safe and supported, and I love being able to create that environment for our service users. It’s a place you can truly be yourself with no fear of judgement, and my confidence has truly flourished in the time I’ve been here.

How long have you been at SensationALL?
I started at SensationALL in September 2021.

What’s your favourite sensory activity?
I love making slime, though I’m still working on finding a perfect recipe! 

A fun fact about yourself!
I studied Psychology and Business at university, and I started at SensationALL during my final year, I’ve been here ever since, apart from taking a year out from 2023-2024 to work at Walt Disney World in Florida! 

Hollie Huntley, Practitioner

about Hollie

What’s your role at SensationALL
I’m a new service practitioner currently working with three groups (SociALLise+; SociALLise teens; Young Adults SociALLise) as well as supporting two stay and play sessions. 

What drew you to SensationALL?
As a neurodivergent adult with two neurodivergent children, I felt that SensationALL would be a good fit for me. I spend a lot of time studying at home so it’s nice to be able to balance that with spending time speaking to different service users and staff.

What’s your favourite sensory activity?
Summer: sitting in the sun
Winter: Sitting under a blanket with a heatpack. Basically i like to be warm.

A fun fact about yourself!
I’ve studied counselling and psychotherapy for the last six years and will soon be doing my very own counselling research project which I’m very excited for! 

Jo Nicholas, Family Support Practitioner

about Jo

What’s your role at SensationALL and what does it involve?
I am the Family Support Practitioner, which basically means I get the privilege of walking alongside parents and carers as they support their children. Living with neurodivergence can feel incredibly isolating, and a big part of my role is helping to lift some of that isolation and remind families that they don’t have to do any of this on their own.

If you’ve spent any time with me, you’ve probably heard some of my go‑to mottos more than once: “It’s not hard because you’re failing — it’s hard because it is hard,” and “You are not alone.” I tell them a lot because I have I had to learn those same lessons as the parent of a neurodivergent child.

I also lead the preschool group here at SensationALL, which I absolutely love. Working with the little ones — and their parents — as they take their first steps into understanding neurodivergence.

What do you like most about SensationALL?
My favourite part of working with our parents/carers is something I call ‘watching the light bulb moment’, when they realise for the first time that there are other parents out there walking a similar journey to them, and when they learn more about their child’s behaviour and the how and why of how to support them.

I also have experienced the impact of SensationALL as a parent, as my son is a service user and loves attending sessions and being with others who he can see are ‘like me’.

How long have you been at SensationALL?
I have worked at SensationALL for 4 ½ years but accessed services as a family for about 2 years before working here.

What’s your favourite sensory activity?
It has to be the power of bubbles! I have watched an individual’s emotions change in a moment just from the introduction of a bottle of soap and water. Those bubbles have healing qualities.

A fun fact about yourself!
I have an expert knowledge of Dinosaurs! I have an amazing Neurodivergent son whom I call my walking, talking, encyclopaedia. My son takes every possible moment to educate me on the world of palaeontology!


In addition to these wonderful people we have an enthusiastic team of support & youth workers who assist the practitioners during sessions.

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Understanding your senses – hearing

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Hearing isn’t just about our ears. It’s about how our brain makes sense of sound, voices, music, background noise, sudden bangs, or the quiet hum of everyday life.

For some people, sound feels calming and grounding. For others, it can feel confusing, distracting, or overwhelming. This guide gives you an easy way to understand what you, or your child, might be experiencing, and how to find calm, connection, and comfort at home.

How does auditory processing works?

Auditory processing is the brain’s ability to:

  • notice sound
  • filter out background noise
  • understand speech
  • tell where sound is coming from
  • use rhythm and tone
  • stay regulated in noisy spaces

When this system works smoothly, people feel settled, focused, and ready to learn or play. When it struggles, their behaviours will often show this.

Why does sound affect our emotions?

When we hear sound, it goes straight to the part of the brain that decides “I’m safe” or “I’m not safe.”

For sensitive nervous systems, this can mean:

  • small sounds can feel huge
  • sudden noise can trigger fear
  • silence feels calming

or:

  • loud, rhythmic sound can feel grounding
  • music helps regulate emotion
  • predictable sound feels safe

Over-responsive or under-responsive?

There are two common ways in which people can respond to sound: over-responsive and under-responsive. They can be seen in children, teens and adults.

Over-responsive

Over-responsive is when sound can feel too much. This happens in children, teens and adults. You might notice:

  • Hands over ears
  • Avoids noisy places
  • Gets upset with sudden sounds
  • Startles easily
  • Prefers quiet and calm
  • Meltdowns or anxiety which is triggered by noise

How to support someone who is over-responsive:

  • Noise-reducing headphones
  • Reduce background noise
  • Warn them before any loud sounds
  • Speak slowly with fewer words
  • Create a quiet corner at home
  • Use soft rhythmic music

Under-responsive

Under-responsive is when sound does not register strongly enough.

  • Doesn’t respond to their name right away
  • Needs instructions to be repeated
  • Turns music up loud
  • Seeks noise (hums, taps, bangs)
  • Enjoys busy, loud environments
  • Struggles to focus without sound

How to support someone who is under-responsive:

  • Use songs and rhythms for routines
  • Add movement and sound together (clap, drum, stomp)
  • Clear, short instructions
  • Listening games
  • Musical toys or instruments
  • Use a sound to cue to get attention

Supporting the auditory system isn’t about forcing tolerance. It’s about helping the nervous system feel safe, steady, and understood!

Ideas to try at home!

Keep up to date with the latest SensationALL Self-Regulation Strategies on our socials!

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Regulate with floor time

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Do you ever feel that you do your best thinking or relaxing while sitting on the floor? Maybe your child plays best when they are lying on the floor. Well there’s a good reason for it and we explore using the floor as a regulation tool in this blog.

For many neurodivergent people, the floor is a powerful regulation tool. Floor time isn’t about getting in the way, making a mess or being lazy… it is about the nervous system feeling safe, grounded and supported.

Why regulation starts in the body

Before you can focus, listen, learn, or communicate your nervous system needs to feel settled.

Neurodivergent nervous systems often process sensory information differently.

Sitting upright on a chair, staying still, or holding a particular posture can take a huge amount of effort, leaving less energy for learning or emotional regulation.

The science behind floor time

There is a scientific basis to support the use of floor time:

1. Proprioception: Feeling grounded and secure

Proprioception is the sense that tells us where our body is in space. When you sit or lie on the floor, you receive:

  • Firm contact through the legs, hips, and spine
  • Gentle pressure through muscles and joints
  • Clear feedback about where your body is
  • Input that helps the brain feel safe and organised.

The floor gives the body more information, more sensory feedback, and more support, which helps the brain relax.

So ultimately, being on the floor can reduce anxiety, support emotional regulation, and make it easier to concentrate.

2. Vestibular input: Balance without overwhelm

The vestibular system helps with balance, movement, and alertness. Floor positions naturally allow:

  • Shifting weight
  • Rocking gently
  • Changing positions easily
  • Crossing the midline

The movement helps you stay regulated without becoming over-stimulated, supporting focus without tipping into restlessness.

3. Tactile input: Predictable, calming touch

Putting it simply, the floor is solid. It provides steady and predicable touch.

So unlike light or unexpected touch, which can feel overwhelming for some people, contact with the floor is consistently reliable which can be calming.

You can change your body position to respond to the needs of your nervous system by alternating between the floor and seats in line with your mood.

Using the floor as a grounding tool

For many, the floor acts like an anchor, helping you stay connected to your body and the moment.

Being close to the ground can:

  • Slow down breathing
  • Reduce emotional overwhelm
  • Improve body awareness
  • Support people who dissociate or shut down
  • Help people feel present and calm

Plus, anything can be done on the floor! For both adults and children the floor can be multi-functional – learning doesn’t have to stop because you are on the floor.

  • Read or write lying on your tummy
  • Build, sort, and play sitting on a rug
  • Talk through feelings leaning on cushions
  • Do homework while sprawled out comfortably
  • Do some stretches or yoga on a mat

The power of language

Avoid using negative language when someone is using the floor. Comments like “Sit properly” or “Get up off the floor” can be upsetting and lead to increased dysregulation.

Instead try supportive phrases like:

  • “Would the floor feel better?”
  • “Let’s take this down to the ground.”
  • “What does your body need right now?”

Keep up to date with the latest SensationALL Self-Regulation Strategies on our socials!

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Breathing Games

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Breathing Games are a playful, engaging way to help people learn self-regulation through mindful breathing.

Deep, slow breathing stimulates the vagus nerve, one of the main connections between brain and body, which helps to shift the body from “fight/flight” into a calmer “rest/digest” state. It doesn’t matter what the breath is – it’s about breathing with purpose!

What are breathing games?

Breathing Games use imagination, movement, and fun to make breathing accessible and enjoyable. Instead of asking a child to “take a deep breath” (which can feel a bit abstract or pressured), we bring it into play to encourage curiosity and connection.

Why are breathing games important?

Breathing games are a great way of supporting emotional regulation, especially among children. They:

  • help to regulate the nervous system
  • encourage self-awareness
  • help to develop self-regulating skills
  • support emotional safety, by removing pressure and finding fun
  • encourage co-regulation where adults can model calm and connection

What are the benefits:

  • Creates a feeling of calm, moving the body out of “flight or flight” mode.
  • Accessible anywhere – we can use these games in almost any environment and they require no equipment.
  • Builds self-esteem and control by giving children a concrete tool to manage big feelings.
  • Encourages conscious reflection of body signals like heart rate and muscle tension.

Top tips for breathing games!

  • Keep the instructions obvious and clear – “breath deeply” doesn’t work for many children!
  • Keep it short and playful – 30 seconds to two minutes for younger children
  • Use all the senses – this might mean using pictures, objects, music, story-telling or movement
  • Make it a routine – breathing can become a familiar tool, not just an emergency skill

How to use breathing games.

Why not try some of our games at home or when you are out and about! We have different games for different ages – check them out here:

Keep up to date with the latest SensationALL Self-Regulation Strategies on our socials!

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Snow day regulation tips

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Snow days… disruptive or sensory gold?!

When snow falls, everything slows as schools and businesses close and routines change.

For most people snow days are exciting – getting all bundled up to enjoy a winter wonderland. However, for many neurodivergent people, the disruption can be upsetting and stressful and the extra winter clothes can present sensory challenges. But did you realise that snow play is incredible for the nervous system resulting in calmer bodies and more settled emotions, when it’s done with a little intention.

Our SensationALL team have put together some ideas on how to turn your snow days into a fun, positive experience!

Firstly, cold air can also increase alertness, while repetitive or exaggerated movements (like walking through snow) helps organise thoughts and emotions.

Snow activities can provide our brains and bodies with big movement, deep pressure, and rhythm which sends reassuring signals to the brain that say, “I know where my body is. I’m safe. I can settle.” So, that’s why you might feel more regulated after outdoor play, even if things feel wild in the moment.

Build a snowman

The rolling, packing and lifting of snow into place all count as “heavy work”. This kind of movement helps release excess energy and feel more grounded in your body.

You might notice:

  • Better emotional regulation
  • Less fidgeting
  • A calmer transition back indoors

Tip: Encourage slow pushing and rolling rather than rushing. Adding pauses to “admire the snowman” can help the body reset. Use a spade or shovel if you don’t like touching the snow (or wearing gloves!).

Go Sledging

Sledging gives gentle, linear movement that helps you feel balanced and settled.

To keep it regulating rather than overwhelming:

  • Take turns, don’t race
  • Walk back up the hill slowly
  • Admire the view – what can you see on the way down
  • Pause between rides to catch breath and notice the cold air

If you become dizzy or overly excitable, that’s the body asking for a break.

Snow Angels

Snow angels involve both sides of the body moving together, which helps the brain integrate and calm so is like a natural reset button. They’re especially helpful after lots of high-energy play.

Try counting slow angel “wings” together or taking deep breaths while lying in the snow. It often brings a noticeable shift from excitement to calm.

If you seem calmer, more focused, or more emotionally settled after playing in the snow, that’s not a coincidence. The body has done exactly what it needed to do but pace yourself…

Simple snow day rhythms…

Break the day down into cycles of gentle and high energy activities to ensure a balance. You don’t need a strict plan but try alternate slow and fast paced activities like:

  • Big movement (sledging or building in the snow)
  • Still moment (look at the sights and sounds of the winter landscape. Listen to your breathing, notice how the cold feels)
  • Repeat the cycle

This rhythm helps you enjoy the excitement without tipping into overwhelm and encourages you to be present in sensory experience.

Coming back inside calmly

Snow play is powerful sensory input, but often we need help landing afterwards. Try doing this with:

  • A warm drink
  • Dry clothes with gentle pressure (cozy jumpers, weighted blankets)
  • A quiet activity like drawing or reading

Calm activities tell the nervous system it’s safe to rest.

Overcoming sensory challenges

Touch – If you find touching the snow unpleasant then use a spade or bucket to minimise the chance of getting wet gloves. For children, try using baking or play doh moulds/cutters to make shapes. Maybe making a small snow animal is more achievable than a full snowperson!

Clothes – hate hats and gloves? Padded winter coats too restricting? Are wellies a no-go?! Look for alternative options – maybe multiple thinner layers will be more comfortable; perhaps long sleeves could be pulled over your hands; or limit the time outside if you are wearing less than ideal coats.

Snow days don’t have to be a disruption. They’re an invitation to let you regulate in the most natural way possible: through movement, cold air, and play.

Keep up to date with the latest SensationALL Self-Regulation Strategies on our socials!

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Visual timetables

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Visual aids and timetables are a simple yet transformative tool to support regulation, communication, and independence in sessions.

Many neurodivergent people need structure and routine to feel calm and comfortable. In our sessions, we use visual timetables and ‘now, next’ boards to help our attendees understand the plan for the day. This can also help prepare for transitions and changes in activities or tasks.

What are visual timetables?

A visual timetable can be in various different formats but it is always a clear, visual sequence using pictures, symbols, words, or even objects to show what is happening and in what order.

At home you can use a visual timetable for a daily plan, an activity schedule, or even a whole week. This is particularly useful at times when routine changes like during holidays or special events.

Why are timetables important?

Transitions and unpredictability can feel overwhelming, especially for neurodivergent people. A visual timetable will:

  • reduce anxiety
  • increase predictability
  • aids communication
  • encourages independence
  • creates consistency

By making time visible, we help people feel safer, more in control, and better able to participate in meaningful activities.

What are the benefits:

  • Helps executive function by reducing cognitive load. By presenting clear sequencing you can improve focus.
  • Supports attention & memory because visual cues free-up brain space.
  • Helps people feel in control – as you can check what’s happening next instead of relying on other people to tell you.
  • Improves family communications – everyone can see what’s on the schedule if it is on display.
  • Eases transitions – fewer meltdowns and quicker adjustments between tasks.

How to use visual timetables…

You can incorporate visual timetables into every day life or just for specific situations like holidays and events.

Here are some downloadable visuals you can use to create your own timetables:

Keep up to date with the latest SensationALL Self-Regulation Strategies on our socials!

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Understanding your senses – touch

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Touch (the tactile sense) is all around us — from the clothes we wear, to the handshakes we give, to the textures of food or toys. But not everyone experiences touch in the same way.

Some people love certain types of touch, while others find it overwhelming or uncomfortable. Understanding how touch works in the brain can help us support regulation, comfort, and confidence for children and adults alike.

What is the Tactile sense?

The tactile system is our sense of touch. It tells us:

  • What things feel like (rough, smooth, soft, sticky)
  • Whether something is hot or cold
  • How much pressure or force we’re feeling

Touch helps us feel safe, aware, and connected, to our bodies, to objects, and to other people. It also affects our emotions, focus, and energy levels.

When touch feels too strong, too light, or unpredictable, we might see behaviours like avoiding hugs, seeking extra pressure, or fidgeting constantly.

Understanding Touch differences and needs . . .

Touch can be a very personal sense and, like many of our other senses, people’s responses to varying types of touch can be very different.

So it is good to be able to identify different responses and have some strategies on how to support them.

Feeling Under-responsive (hyposenstive)

These people may not notice touch, or may need a stronger input to feel it. You might notice:

  • Constantly touching objects, surfaces, or people
  • Not noticing pain, temperature or light touch
  • Chewing on clothing, toys or pencils
  • Enjoying textures or movement combined with touch

How to balance this:

  • Offer strong, structured touch: pushing, pulling, carrying or squeezing objects
  • Include different textures in play or daily routines
  • Pair touch with movement; crawling, climbing or rolling
  • Try fidget tools, textured toys or crunchy snacks

Feeling Over-responsive (hypersensitive)

These people feel touch too strongly. Even normal touch can feel uncomfortable or alarming. You might notice:

  • Avoiding hugs, handshakes or party games
  • Disliking certain fabrics, tags or tight clothing
  • Flinching, withdrawing or becoming upset with unexpected touch

How to balance this:

  • Offer slow, firm, predictable touch rather than light or tickly contact
  • Give choice and control: “Do you want me to help or do it yourself?”
  • Introduce messy play and new textures gradually
  • Try weighted blankets, firm hugs or deep pressure if welcomed

How does touch help us regulate?

The right kind of touch helps the nervous system feel safe and balanced.

  • It calms anxiety and supports emotion regulation
  • It increases attention and focus
  • It helps build confidence and comfort in social situations

It’s a good idea to incorporate strategies and methods into your daily routine to proactively regulate your body which will make you feel secure and in control. Plus, it will massively improve mood and happiness!

Here are some of our suggestions but remember… everyone is unique:

Keep up to date with the latest SensationALL Self-Regulation Strategies on our socials!

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Understanding your senses – body & movement

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Have you ever noticed that you (or your child) move constantly, crash into furniture, push too hard in play, or struggle to sit still? Or maybe the opposite is true… actively avoiding movement, inexplicably fearful of climbing, jumping etc.

These are often signs that the body’s awareness system, is craving input or trying to find balance.

The body’s internal Vestibular system (located in the inner ear) can cause trouble when it is out of balance as you will experience changes in behaviour, mood and energy. But, when it is working well you feel safe, strong, and organised from the inside out. In this blog, we give you an insight into why you like certain types of movement and how to counteract behaviour with physical strategies.

What is the Proprioceptive system?

Proprioception is the automatic sense that tells us where our body is in space and how to move freely without conscious thought. It’s what enables us close our eyes and still touch our nose, grip items with the right amount of pressure, or control the strength of a hug.

We have proprioceptive receptors in our muscles, joints, and tendons which send messages to the brain every time we push, pull, squeeze, stretch, or move our body.

These signals help the nervous system:

  • Know where the body is in relation to space and things around us
  • Control our movement and posture
  • Feel calm, grounded, and secure
  • Regulate our energy levels and emotions

Why is it important?

When this system is working well, you will feel grounded, stable, and ready to learn. You’ll be able to move confidently, judge force accurately, and stay more regulated during challenges.

BUT… when it’s not fully balanced, (so is under or over-responsive) you might feel the need for constant movement, often bump into things, or experience clumsiness. In children, you might witness boisterous behaviour or they might completely avoid touch and physical play altogether.

How to spot your Proprioceptive needs…

The way you move and interact with others will change depending on lots of different factors, your environment, stress levels, emotions, the people you are with etc.

So it is good to understand the different behaviours and how to counteract them to stay balanced.

Feeling Under-responsive

You are craving more input to “wake up” the body and you might:

  • Constantly be on the go! Jumping, spinning, running etc.
  • Often bump or crash into people and objects
  • Struggle to sit still or concentrate
  • Use too much force in play, writing or grip
  • Enjoy tight hugs, wrapping up in blankets, or carrying heavy things
  • Seek rough or high energy activities.

How to balance this

Movement helps you wake up and feel alive but it needs to be structured to be controlled and healthy:

  • Schedule ‘movement breaks’ in the day
  • Push/pull or lift/carry heavy items/toys
  • Build dens, move furniture, or dig in the garden
  • Do exercise to activate big muscles (for children that could be a game of moving like animals, bear crawls, frog jumps etc.)
  • Include rhythm by dancing, skipping or marching to satisfy your need for high tempo movement

Feeling Over-responsive

You are oversensitive to input and easily overwhelmed by sensations or touch. For example:

  • Movement feels too much, or unsafe
  • Feel dizzy or unsettled by sudden movements.
  • Prefer light movement and controlled activities
  • Being hyper aware of tags, seams or zippers on clothes. Tight or ill-fitting clothes can be stressful.
  • Children actively avoid messy play and rough-and-tumble games.

How to balance this

Keep physical movement slow and at the level you are comfortable with so it isn’t overwhelming. You/they must feel in control:

  • Deep pressure – weighted blankets, firm hugs (if welcomed), or rolling a ball over the body
  • Rocking, swaying or gentle walking.
  • Try yoga or relaxation exercises
  • Develop calming routines that include safe, consistent physical touch (maybe bedtime massage or cuddles).

The goal isn’t to stop the movement seeking/avoiding behaviours but to find balance and feel safe in your body.

Take some time for reflection on what movement does to you and how you feel with different types of motions. What kind of movement makes you feel calm, happy or safe? Are there any things you like to do when you feel restless or anxious or tired?

Here are some signs and behaviours to look out for:

It’s a good idea to incorporate strategies and methods into your daily routine to proactively regulate your body which will make you feel secure and in control. Plus, it will massively improve mood and happiness!

Here are some of our suggestions but remember… everyone is unique:

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Helping Children Stay Calm

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As parents and carers, we all want to help our children manage big feelings, sensory overload, and tricky behaviours in ways that build confidence and help them stay calm. When emotions run high it can be hard to know what to do in the moment.

This blog is focused on how you can prevent those stressful moments with proactive strategies and what reactive strategies to use when overwhelming situations are unavoidable.

(NB: while this has been written with children in mind, these strategies and methods are equally appropriate for all ages.)

The power of Proactive and Reactive strategies

Understanding the difference between the two and how they work together, can make daily life feel more peaceful for both you and your child.

Think of it like weather planning…

  • Proactive is checking the forecast, packing a raincoat, and planning a route to stay dry.
  • Reactive is opening the umbrella when the rain starts.

Why both are important:

We need to have both types of strategies because life is calmer when we’re prepared but we can’t plan for every eventuality…

Proactive strategies help reduce stress on the nervous system. They give your child predictability, safety, and skills to manage their emotions before they feel overwhelmed.

Reactive strategies are essential when emotions are already high. They help calm the body and bring your child back to a state where they can think, learn, and connect again.

Using both together builds emotional intelligence, confidence, and self-regulation — key ingredients for thriving in daily life.

What’s happening in the brain…

  • Proactive strategies engage the “thinking brain” (the prefrontal cortex), teaching planning, reflection, and choice-making.
  • Reactive strategies soothe the “feeling brain” (the amygdala and limbic system) when your child’s nervous system is in fight, flight, or freeze.

When we focus on proactive support, we reduce the frequency of fight or flight moments happening but when they do, they will be less severe or easier to recover from.

Using the strategies:

Proactive Strategies: Prevent Stress Before It Builds

These daily habits and routines can help children feel safe, calm, and in control.

1. Sensory-Friendly Environments

  • Reduce noise and visual clutter
  • Dim lights or use warm lamps
  • Offer a calm corner or quiet space
  • Keep routines predictable

Example: A “cosy corner” with soft lighting, fidgets, and weighted blankets gives a child somewhere to retreat before they feel overwhelmed.

2. Self-Regulation Skills

Teach your child what helps them feel calm. This can include:

  • Wall pushes or animal walks (heavy work)
  • Breathing games or blowing bubbles
  • Stretching or yoga poses
  • Crunchy snacks or chewing (oral regulation)
  • Visualization or story-based relaxation

Example: Practice “starfish breathing” together when you’re calm — trace your fingers and breathe in and out with each point.

3. Emotional Education

Help your child name what they feel:

  • Use feelings charts or visuals
  • Talk about emotions in stories or daily life
  • Model naming your own feelings calmly

Example: “I’m feeling a bit frustrated, so I’m going to take a deep breath.” This teaches emotional language and coping by example.

4. Adult Modelling

Children learn regulation from our calm presence.

  • Narrate what you’re doing to calm yourself
  • Use a steady tone
  • Keep routines consistent

Example: “Let’s pause together and take a breath. We can figure this out once we feel calm.”

Reactive Strategies: Support in the Moments

When your child is already upset or overwhelmed, the goal is calm and connection, not correction.

Try some or all of these:

  • Moving to a quieter, low-stimulation space
  • Using deep pressure (like a firm hug or weighted blanket)
  • Offering a familiar comfort item or soothing activity
  • Keeping language minimal — too many words can add stress
  • Waiting patiently — give their nervous system time to settle

Example: If your child is melting down after school, dim the lights, sit nearby quietly, and let them rock or squeeze a fidget.

Once they’re calm, you can talk or problem-solve.

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Self-regulation spotlight – Finished Box

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It’s our aim to share fantastic self-regulation techniques with you and this post focuses on Finished Box; a simple but powerful tool to support regulation, transitions, and dignity in letting go of items. Please note; while this has been written with parent/carers in mind, the principles apply to ALL ages.

What is it?

A Finished Box is a clearly marked container where children place items they are “done” with. Instead of throwing objects, clinging to toys, or hiding materials, children are offered a predictable way to signal completion.

Why it matters:

It may sound small, but for neurodivergent children or those with sensory, attention/focus or executive functioning differences, this tool can be transformative in helping them determine when an activity or game is finished. For older youngsters, it could be used to mark the end of homework or tech time.

Neurologically, we all need closure to mark an activity as complete and for those who struggle to interpret signals a Finished Box is a tangible, physical method which provides:

  • A clear, consistent end-point (supporting executive functioning) giving the brain has a clear signal “when I’m done, it always goes in here”
  • Predictable sensory-motor feedback – the motion of putting or throwing things in the box can release energy in a positive way (tactile/proprioceptive closure)
  • Reduction in overwhelm from too many items at once – minimising stimulus by ‘finishing’ with some toys/games before moving onto other items
  • Visible reassurance that items are “done for now” will help reduce stealing/clinging/throwing
  • Creates a predictable bridge for smoother transitions between activities

By introducing a Finished Box, we support the brain’s need for order and safety. This small adjustment creates calmer situations in play or activities, strengthens trust,and empowers children to move on with dignity.

Remember, if your child displays possessive or boisterous behaviour with toys or items, throwing or holding onto items isn’t “bad behaviour”, it’s communication! They probably enjoy the sensory stimulation from the noise and motion of throwing the item so by restricting throwing to the finished box only, you can redirect that energy into a positive outlet. For heavy or bulky items you can encourage them to be gentle when placing items in the box, praising them when they do a good job.

How to use:

  • Have a Finished Box on standby during play activities or home tasks as part of their routine and model repeated use of the box in every activity so it becomes a predictable part of their behaviour.
  • Use consistent language when guiding children: “Finished? It goes in the Finished Box.”
  • Create a unique Finished Box when you need them to “let go” of items (toys, fidgets, comforters etc.) helping them transition away from reliance on those items more smoothly. 

Top tips:

  • Involve them in choosing which box is for different toys or rooms of the house.
  • Colourful boxes or tubs will help them identify what goes where as well as making it more visually interesting.
  • Why not make a finished box or bag to take out with you for small fidgets, comforters or toys.
  • Keep it going in adulthood – the same principles can work when you have to complete household chores, life admin etc.

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