Exploring the knowledge and application of sensory-based strategies in schools

Abstract

Introduction: Children spend much of their day at school seated, which may limit sensory input essential for attention and regulation. Occupational therapists often recommend sensory-based strategies to support student engagement through targeted sensory input (Griffin OT, 2021). However, due to the limited availability of therapists, consistent use of these strategies in schools may prove challenging. Educators are well-positioned to apply these strategies but may require further support to do so effectively (Benson et al., 2018). In Malta, where school-based occupational therapy services are still developing, there is limited knowledge about how educators understand and apply these strategies. Methods: This study employed a descriptive quantitative research design using an online questionnaire developed by the researcher based on the survey instrument by Benson et al. (2018). The questionnaire was disseminated to educators, including teachers, classroom learning support educators, and learning support educators, through intermediaries. Participants were invited to provide information on their knowledge and use of sensory-based strategies and their perceived benefits and challenges associated with these strategies. The questionnaire also explored participants' experiences with collaboration and training involving occupational therapists. Results: A total of forty-four educators participated in this research. Results showed that most educators reported a moderate familiarity with sensory-based strategies. Participants commonly applied these classroom strategies to support attention, regulation, and overall sensory needs, primarily using visual, tactile, and auditory strategies. Although participants acknowledged the clear benefits of sensory-based strategies, they also noted key challenges. While collaboration with other professionals was evident, collaboration with occupational therapists was not widespread. Similarly, attendance at occupational therapist-led training sessions appeared limited but was noted as impactful. Discussion: The findings of this study emphasise that despite the frequent use of sensory- based strategies, more targeted training and support are needed to enhance educators' understanding and effective implementation. This reflects international concerns regarding educators' confidence and a deeper understanding of sensory needs. Given the limited human resources for occupational therapy, recommendations for practice focused on scalable professional development for educators could support capacity building and strengthen interdisciplinary collaboration. Addressing barriers such as limited access to resources and appropriate spaces is also important to support more inclusive classroom environments for students.