Exploring Sensory Dysregulation

The What, Why and Who?

Sensory dysregulation is a natural variation of human neurology, not a fixed clinical feature limited to specific diagnoses.

I, an adult in my mid thirsties, have been struggling with some sensory issues recently. I have noticed over the last few years an awareness of sensory input I don't recall experiencing in my youth. I grew up in a family full of neurodivergence that no one noticed. Looking back, I can pin point exchanges with one of my siblings that indicate that they were sensitive to auditory input. This is only one example of all the missed sensory signals.

I went on to have 4 kids, only questioning my own neurodivergence after my 3rd child and confirming and treating after my 4th. During this time, an OT at an institution I worked at let me complete a sensory profile. Turned out I was sensory avoidant and sensory seeking. I also have low registration. It takes a lot more input to arouse my attention levels. Her take was that it could be an adaptive trait that I adopted to cope with the additional sensory tsunami that is 4 kids. I mean as I sit and put this together I have 3 different devices screaming at me the songs of their people, I am continuously prodded, poked, stroked and climbed on and I can't drown anything out no matter how hard I try.

My sensory sensitivity tends to peak at certain times. It just so happened that during this current peak, I had been doing observations at a small private institution in their foundation phase/early primary class. When compiling my report and analyzing my observations from varying developmental perspectives, a picture began to form. It appeared that even in the absence of neurodevelopmental differences or neurotypes such as ASD or ADHD, many children engaged in frequent sensory seeking and regulating behaviours. Comparing these children to the groups of children I had worked with 13 years ago, the difference in sensory needs was significant.

So here I am, writing about what I found, when I decided to look into sensory processing. This is by no means a formal academic/research article. My writing will be flawed and my referencing will most likely fall short of adequate. So bare with me as I share the questions I asked and the answers I have found.

Let's start with the most obvious questions. What is sensory processing?

Sensory processing also referred to as Sensory integration was defined by Jane Ayres as follows; “Sensory Integration is the neurological process that organises sensation from one’s own body and from the environment and makes it possible to use the body effectively within the environment.” In other words our bodies receive input from our various sensory systems and interpret and organise this information in order for us to understand what is happening around us and respond appropriately to our environment. This allows us to remain calm, focused and move confidently through our day, without becoming overwhelmed or confused. We have 8 sensory systems: visual (what we see), auditory (what we hear), tactile (what we feel- touch/texture), olfactory (what we smell), gustatory (what we taste), vestibular (our balance and movement systems), proprioceptive ( awareness of our body’s position, movement, and the force it is exerting within space) , and interoceptive systems (our internal body signals).

When our brains cannot process and organise this information, we become dysregulated and struggle to make sense of our environment which makes it difficult to function as per usual. Sensory Processing/Integration Dysfunction is the result of the brain struggling to make sense of the information the 8 sensory systems are receiving.

Most of us were not even aware that we had additional sensory systems over and above the 5 we were taught in preschool. Sensory dysregulation does not discriminate based on age. When you know what you are looking for it can be apparent from infancy well into adulthood, even among those who present with “neurotypical” functioning.

So what does it look like?

So what does it look like? Have you ever tried to get an overstimulated baby to soothe? One that's been touched by one too many strangers, or pushed passed its awake thresholds for the sake of a visit. That baby who needs ALL the rocking, swaying and bouncing to get calm? I had one of those. Now 9 years on the rocking, swaying and bouncing are still part of the sensory picture. Toddlers having an absolute meltdown over something that to us, seems insignificant? More often than not if you change your perspective the toddler is hungry, tired, overstimulated by activity. Maybe you have a toddler who avoids messy play, or hates the way their shoes feel. A mover, a thrill seeker, Evel Knievel himself bashing and crashing through your home? Then as they grow into school aged humans they can't sit still. Fidgeting, constantly moving, avoiding certain tasks or places? The mother that is constantly touched ALL day and has not gone more than 10 minutes without a child's voice bellowing at them from the pits of….. their pillow forts and blanket dens. When asked a simple question by their partner, they snap like a fragile twig because they haven't had a chance to even toilet themselves like a normal human all day. Basically, at any age, sensory struggles could look like meltdowns or shut downs.

This brings me my next question. Why does sensory dysregulation happen?

As I searched for some answers I came across a variety of research that shows that there can sometimes be correlations between sensory integration issues and certain factors across age groups and neurotypes. I am not making any statements of facts about any one or group of factors that cause sensory dysregulation. I am merely sharing my findings in the hopes that a parent or person reading this, looking for some input for themselves or their kids, has an idea of areas they can start looking into.

Sleep?

The first study I stumbled into was about sensory processing in typically developing toddlers and sleep. Based on the research they conducted, toddlers who had sleep struggles were more likely to show sensory differences. These included low registration (lower awareness of or under-responsiveness to sensory input), sensory sensitivity (easily overwhelmed by sensory input) and sensory avoidance (actively trying to avoid sensory experiences). I wondered If the same held true for older children and adults as the data suggested sleep problems in early years may predict sensory sensitivity later in life. It would seem that throughout childhood and into adulthood sensory processing and sleep are interconnected. It appears that there is a definite correlation between sensory processing and sleep struggles. When your nervous system is over-responsive to sensory stimuli, it’s harder to relax in order to fall asleep, so sensory sensitivities can lead to sleep difficulties. That being said, when you’re not sleeping well, your brain’s ability to filter sensory input becomes less efficient making usual sensory input feel more intense or overwhelming. Regardless as to which came first, the two play off each other creating a cycle where poor sleep increases sensory sensitivity and discomfort, and sensory sensitivity disrupts sleep.

Neurology, Neurodivergence, Neurodevelopment and Genetic Conditions?

Sensory sensitivity and avoidance is incredibly common in Autistic individuals and I have very rarely found an ADHDer who didn't engage in some sensory seeking or regulating behaviour. When we consider sensory issues, we tend to lean towards diagnoses like ASD and ADHD. However, sensory processing differences are not unique to these diagnoses. Research shows they appear across multiple neurotypes and neurodevelopmental profiles including, learning disorders, developmental delays, and even in genetic conditions that affect brain development such as Williams syndrome. Research is starting to suggest that sensory processing exists along dimensions and not always in neat categories. Individuals with different diagnoses may share overlapping sensory processing patterns. So while sensory dysregulation is a common “clinical” feature in specific neurodevelopmental and neurodivergent profiles, it is not limited to classic neurodivergence and spills over into neurotypical groups.

From an anatomical perspective, changes in brain structures, like in the event of traumatic brain injury, can significantly change how the brain responds to sensory input. These injuries can cause structural changes that rewire sensory systems resulting in changes not only to the perception of sensory input but also to the ability to filter, regulate and appropriately respond to the sensory input. This may result in increased sensitivity to input such as sound or light and responses such as emotional distress or irritability.

Trauma?

Trauma comes in various forms. While some traumas are physical, trauma is often described as the emotional response to experiences that are distressing or threatening. These in turn shape how a person perceives, regulates, and interprets the world around them. Children can be exposed to many experiences that are considered traumatic. Neglect, both physical and emotional, physical and emotional abuse, abandonment, witnessing violence and family dysfunction are only some of the common traumas children may face. Trauma doesn’t just affect emotions, it can affect the nervous system and its ability to interpret and respond to sensory input.

Severe or ongoing trauma can create change in brain structures and functions that are vital for sensory processing and emotional regulation. These changes can make the nervous system more sensitive to sensory input, harder to regulate, and more likely to link sensory experiences with strong emotional reactions, even long after the original trauma has passed.

Environment?

In light of the fact that my initial observations led me to comparing my class 13 years ago and the class I observed recently, I was very interested to see if the environment has played a role in sensory challenges over the last decade. Children do not process sensory input in a vacuum, their environment either supports or challenges their ability to regulate and engage. When classroom demands exceed a child’s sensory and developmental capacity, dysregulation and avoidance will follow.

In South Africa, public school class size currently averages well over 40 learners per class. Couple this with greater curriculum demands and significantly less time and space for play and movement, despite their proven benefit for sensory integration and cognitive development. The result is dysregulated and overwhelmed children. There is a gross mismatch between environmental expectations and developmental readiness leading to increased dysregulation, avoidance and withdrawal.

It's not just school environments. Society has shifted tremendously in the last few decades. Be it an issue of safety due to high crime rates, or over-worked parents due to economic challenges, children are spending more time indoors and on screens. There is a significant lack of physical and sensory experiences available to children. If we stressed movement and sensory play as much as we do Tummy Time from day one, would we see a different picture emerge?

The last question I asked: Who is involved in intervention strategies for Sensory Dysregulation?

Intervention for sensory dysregulation is most commonly led by occupational therapists, who are specifically trained to assess how someone processes, regulates, and responds to sensory input. And yes, adults see Occupational therapists too. Effective intervention usually doesn't happen in isolation. Psychologists, counsellors, speech and language therapists, educators, and caregivers often collaborate holistically to ensure that strategies are carried across settings.

The focus of intervention aims to support the nervous system’s capacity for regulation, adaptation, and participation. This may involve sensory integration therapy, where individuals engage in purposeful, carefully graded sensory experiences that support adaptive responses, as well as sensory-based strategies such as movement, deep pressure, tactile input, and environmental adjustments. For children, this is often play-based and embedded within meaningful activities; for teens and adults, it may include greater emphasis on self-awareness, co-regulation strategies, and practical supports for work, home, and social environments. Classroom and at home adjustments like routine predictability, sensory breaks, and changes to lighting, noise, or task demands can be incredibly impactful.

My final thoughts?

Sensory dysregulation is not simply an individual deficit to be “fixed,” but a dynamic interaction between a person’s nervous system and their environment, experiences and neurobiology. The goal is not to normalise sensory responses, but to create conditions, internally and externally, that allow individuals to feel safe, regulated, and able to participate meaningfully in their everyday lives. When we see irritability in adults or behaviour challenges in children, considering the nervous and sensory systems should be our first port of call. Parents, educators, support professionals and business team leaders should not only be able to spot sensory or nervous system red flags, but also be informed sufficiently enough to be able to accommodate and be considerate of sensory needs. Sensory struggles do not discriminate, and the least “likely” individuals may at some point be affected, so why not prepare ourselves preemptively to be able to step in and hold space for whoever needs it.

-J

Referencing:

As promised, here is my less than adequate referencing. Below are the various links to studies in various areas showing correlation/relationship with sensory dysregulation.