“If you think something is important, you will find a way:” an exploration of the barriers and facilitators to implementing sensory diets developed in collaboration with children in a specialist setting

Sensory processing (SP) is crucial to children’s functioning in school. Difficulty with receiving and processing environmental and bodily stimuli can impact academic success, emotional and behavioural management, and social participation. Despite a lack of clarity around terminology, prevalence, and diagnosis of SP difficulties, researchers, educators, and professionals continue to recognise and support SP difficulties through sensory-based interventions (SBIs). A focused review highlighted that research outside of the United Kingdom appears to be growing in the last ten years, with particular focus on Autism. A gap in the literature is noted regarding SBIs effectiveness for children with attentional or behavioural difficulties, with little insight into staff or children’s views about programmed SBIs. An instrumental case study explored school staff and children’s views on the acceptability and ease of implementing researcher-child co-constructed sensory diets, within a small specialist setting, and potential generalisation to mainstream settings. School-aged children (8-10 years) with social, behavioural, emotional, and well-being difficulties attending an Education Other Than At School (EOTAS) setting participated. A four-stage procedure was implemented; i. staff awareness session and follow-up questionnaire, ii. sensory circuit intervention followed by a teacher meeting, iii. implementation of a sensory diet in class including classroom observations, iv. post-intervention staff and child interviews. Data were primarily analysed using thematic analysis. Three interrelated factors underpin staff views about ease of implementation pre- and post-intervention: Philosophical Factors: staff beliefs and values on SBIs, individualised support, and the voice of the child; Pedagogical Considerations: curriculum alignment, embedding pupil voice in pedagogy, staff development, teacher management, adaptability and flexibility; and Pragmatic Implications: resources, time, and environment. Children discussed views regarding their preferences for certain sensory activities, physiological changes, the context and timing, desire for autonomy, and thoughts of self-sufficiency. The implications for small group settings, schools, and educational professionals are discussed. Thesis is embargoed until 31 December 2027.