Understanding and meeting the sensory needs of neurodivergent learners: implementing and evaluating the use of flexible seating in an inclusive primary school

There is growing awareness amongst professionals in schools that pupils’ sensory needs can impact on their wellbeing, motivation, and learning. As mainstream schools strive to meet the needs of increasingly diverse groups of learners, practices such as the use of sensory rooms, fidget toys, and quiet zones have become more widespread. However, the evidence-base behind these adaptations is fairly limited, and schools may be unsure of how to implement these practices. This chapter is jointly written by a school-based practitioner and an academic researcher, who worked together to implement and evaluate one such practice: the use of flexible seating as a whole school adaptation in a mainstream primary school. In the chapter, we consider the different elements underpinning the success of our project, including the importance of collaboration between academics and school professionals. We highlight the crucial involvement of different stakeholders in research and practice, with a particular focus on how we centered the pupils’ voices throughout the different stages of our project. Finally, we share some of the findings and recommendations from our learning, discussing how flexible seating can be a beneficial adaptation to meet the sensory needs of both neurodivergent and neurotypical learners.