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.

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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:

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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:

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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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Self-regulation spotlight – Jumping!

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 In an occupational therapy context, jumping is a powerful (and fun!), whole-body sensory regulation tool that can help with energy release, body organisation, and emotional balance.

What is it?

Repeated up-and-down movements help people increase awareness of their body’s position and the force it is using, as well as supporting balance and spatial awareness. Jumping using trampolines, skipping ropes, hopscotch, or even simple “star jumps” on the spot all stimulate multiple sensory systems in the body which can have a positive effect on a person.

Why it matters:

Jumping is a brilliant regulating tool because it combines heavy work (impact through the joints) with rhythm and repetition. For both children and adults, it can boost alertness and focus; for some people, it offers an outlet to release built-up energy or stress. It improves balance, coordination, and overall body awareness, making it both fun and regulating!

Why it works:

Regulation through proprioceptive input
o Jumping delivers high-intensity heavy work to joints and muscles, which can be calming for sensory seekers and organising for sensory avoiders.

Vestibular–proprioceptive integration
o The brain must process acceleration, deceleration, and impact timing and this is building spatial awareness and balance.

Motor planning & coordination
o Sequencing jumps, adjusting force, and landing safely develops praxis.

Core stability & postural control
o Maintaining upright position on unstable surfaces strengthens deep postural muscles.

Attention & engagement
o Rhythmic, repetitive jumping increases dopamine and norepinephrine, supporting focus

Top tips – use jumping as part of a sensory diet, as a proactive regulation tool in your daily routine. Finish a jumping activity with a grounding movement (heavy pushing, static wall sits or deep breathing).

Jumping ideas

Target games – jump to catch bubbles or a hanging scarf

Rhythm integration– jump to a beat or music (slow = calming or fast = alerting)

Heavy work combination– Jump then push a weighted cart or carry an object for sustained regulation

Cognitive integration– Count backwards while jumping or every time you jump, call out a shape/colour/animal

Safety

  • Always supervise jumping activities closely.
  • Use age-appropriate, well-maintained equipment (mini-trampolines, crash mats).
  • Clear the area of obstacles.
  • Teach safe mounting/dismounting.
  • Consider fatigue — high-intensity jumping may be exhausting for some children.
  • Monitor arousal levels — some children may become over-stimulated and need grounding afterwards.

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Filling the gap in statutory services

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As a third sector organisation, SensationALL was founded to make a real difference to hundreds of families and individuals across the northeast living with neurodivergent conditions or additional needs who need practical support and access to social opportunities that are suited to their sensory and behavioural needs. However, this year more than ever we are struggling to keep up with the mounting costs of continuing services in light of the challenging funding climate.  

Amidst the cost-of-living crisis, we are facing both a rise in operational costs and a fall in funding. This is at a time when lengthy waits for NHS assessments are resulting in increasing numbers of families being referred to us for pre-diagnostic support, adding to the strain on our services.  

In the last year, we delivered over 600 sessions which provided more than 520 different people with specially designed social groups and activities to suit their sensory and behavioural needs. However, demand is increasing faster than funding, and we urgently need to generate more income to expand the existing timetable.

Currently, we have over 1400 registered individuals with more people contacting us every week as SensationALL’s Chief Executive, Katie McNutt, explains:  

“People seeking assessment for conditions like Autism and ADHD are facing lengthy waiting times to be seen by professionals and charities like us are filling the gap by offering practical support.

Over a third of families approaching us are being referred to us by professionals in the NHS, social work or education sectors, but there is no statutory funding available to us to cover the cost us intervening when they cannot.”

Our charity has been filling a gap in statutory services in the northeast for the last 13 years, stepping in to offer support when statutory organisations are unable to intervene due to no formal diagnosis being in place.

But even people with a diagnosis find there is a severe lack of social activities and support groups for neurodivergent people where they can make friends, build confidence and importantly, be themselves without judgement in places where their additional needs are accommodated.

Furthermore, parents and carers are in desperate need of practical advice so they can feel better equipped to support their loved-one to overcome challenges their conditions present in everyday life (from sleep to restricted diets to sensory processing issues and accessing education). 

In June, a shocking report was published by The Scottish Parliament; “Neurodevelopmental Pathways and Waiting Times in Scotland”, which outlines a concerning picture of neurodivergent care in Scotland: 

  • Over 42,000 children in Scotland are waiting for a neurodevelopmental assessment, and in some regions this figure has increased by over 500% since 2020. (Statistics as of March 2025) 
  • Increased awareness of neurodivergence in adults has also led to a surge in demand for adult assessments, and over 23,000 adults are waiting for a neurodevelopmental assessment in Scotland which has increased by over 2200% since 2020. 
  • The average longest waiting time to receive an assessment is 182 weeks (three and a half years).
  • Increased demand for support has led to increased pressure on the third sector, which provides a range of pre and post diagnostic support for neurodivergent people in Scotland. 

These statistics prompted a response from The Royal College of Psychiatrists in Scotland and the Child Heads of Psychology Services, who have created a proposal of a “new four-level neurodiversity pathway structure” which calls for a national approach to be taken to commissioning specialist third sector organisations providing support and services at all stages of the diagnostic journey”.

Specific examples of the support given by in the response include “establishing and maintaining peer support networks, and employability training” which mirrors much of what we are already doing without consistent funding.  

Katie explains how the charity would welcome this approach which would bring more much-needed sustainable funding:

“This year we are finding it harder than ever to secure grants from private organisations and as we have no consistent local authority funding, we are unable to grow the services to meet demand from new people approaching us. Sadly, this is a reality that many charities are facing. 

This year we must raise at least £520,000 to cover the operational costs of running at current levels but to tackle the urgent demand for more services will require a significant increase income.”  

A key part of our growth strategy is the ambitious and exciting redevelopment of The Old Schoolhouse, our headquarters in Westhill. We are eagerly awaiting the decision of a planning application to Aberdeenshire Council for the building extension, which will double the current footprint but will cost around £1 million in construction costs which we will have to fundraise for over the next couple of years.

The upgraded facility is desperately needed and will greatly enhance local services available to hundreds of families across the northeast – we are eager to engage with stakeholders who can support the project. 

The Old Schoolhouse

If you are interested in supporting SensationALL, please donate to our cause below, or if you have any other queries get in touch at info@sensationall.org.uk.