The Sensory Spot

The Sensory Spot Occupational Therapy assessments and intervention for children with developmental and sensory proces

No. 2 Long overdue… but here we are 👀We’ve been doing our thing behind the scenes, now it’s time to say hello properly. ...
30/03/2026

No. 2 Long overdue… but here we are 👀
We’ve been doing our thing behind the scenes, now it’s time to say hello properly. If you’ve been with us from the start, you already know 🤝 If you’re new here, welcome 🚀

Long overdue… but here we are 👀We’ve been doing our thing behind the scenes, now it’s time to say hello properly. If you...
30/03/2026

Long overdue… but here we are 👀

We’ve been doing our thing behind the scenes, now it’s time to say hello properly. If you’ve been with us from the start, you already know 🤝 If you’re new here, welcome 🚀

27/03/2026

When things finally feel a little calmer…
you’re allowed to pause, soak it in, and just enjoy your child as they are. 💛

Self-regulation doesn’t just appear one day.It’s built through co-regulation, over time, through connection, not pressur...
23/03/2026

Self-regulation doesn’t just appear one day.

It’s built through co-regulation, over time, through connection, not pressure.

And for many children, especially neurodivergent children, there is no cut-off age… only different timelines.

Sometimes what looks like “behaviour” is really a child asking:
👉 “Can someone help me feel safe right now?”

Let’s meet them there.

   

Good theory shapes good support, but without the right resources, even the best intentions fall short.There is no one-si...
20/03/2026

Good theory shapes good support, but without the right resources, even the best intentions fall short.

There is no one-size-fits-all in education.
Neurodivergent children need environments that fit them, whether that’s mainstream with support, autism classes, or specialist schools.

Support the child. Support the parent. Support the teacher.

Because understanding isn’t enough without action.

04/03/2026

⚠️ The reaction is unconscious.

This is the part that gets missed.
The PDA response to demand is automatic.
It is not a thought process of:
“I will misbehave now.”

It is a nervous system reaction to a perceived threat to autonomy or safety.
When the brain senses threat, it shifts into survival mode:
• Fight
• Flight
• Freeze
• Fawn
Those responses are reflexive.

Children do not consciously choose them.
If a behaviour is a nervous system survival response, it cannot be classified as “bad” — it is the body doing what it is wired to do under perceived threat.
That doesn’t mean we ignore it.
But it does mean we interpret it differently.

💥 Why does it happen with the safest person?

Children tend to release their fight response where they feel safest.

That can look like:
• Shouting
• Arguing
• Refusing
• Controlling behaviour
• Emotional outbursts
• Saying hurtful things

It feels deliberate.
But often, it’s the nervous system discharging stress in the safest available space.
Why do they suddenly stop when someone else arrives?

Because the nervous system shifts again.

If a less “safe” or more authoritative adult enters, the child may move from fight into freeze or fawn.

That can look like:
• Sudden compliance
• Going quiet
• Masking
• Suppressing emotion
• Appearing calm

That is not proof of boldness.

It is a different survival state.

Compliance does not equal regulation.

It can equal suppression.

And suppression takes energy.

🔍 The shift that changes everything

If we only look at behaviour, we see:
“He stopped — so he could have stopped earlier.”

If we look at nervous system load, masking fatigue, attachment safety, and unconscious stress responses, we see something very different.

We see a child whose body reacted to cumulative demand load.
Not a child making a moral choice to be disrespectful.

And when we understand that, our response shifts from punishment… to support, scaffolding, and regulation.
That shift is where real progress begins.

01/03/2026

When children, families, and professionals are all stretched beyond capacity, it may be time to examine the structure itself.

In our daily conversations with teachers and SNAs, one thing is clear:
-They are stretching themselves constantly.
-They are adapting.
-They are working within severe limitations.
-This is not about individuals failing children.

It feels systemic.

Large class sizes.

Limited SNA access.

Reduced specialist supports.

And then we are surprised when:

-Children burn out.
-Families burn out.
-Staff burn out.

We have even heard from parents that teachers are told it is not their place to advise families if a different school placement might be more suitable, even when it is clear a child is surviving rather than developing.

So we are asking:

👉 At what point do we seriously consider whether more specialist schools are needed?

If parents had the option of a setting designed around their child’s needs, curriculum, environment, expectations, would this even be such a difficult conversation?

These are not conclusions.

We do not pretend to have all the answers.

But when a system is not fully serving:
• The children
• The families
• Or the professionals within it

It may be time to stop asking individuals to try harder…

And start asking whether the system itself needs to change.

These are thoughts we’ve been sitting with for the past two years. We’d genuinely love to know, what are you seeing? What has your experience been?

26/02/2026

Happy Thursday 💃💃

25/02/2026

There is a growing group of children whose needs don’t align neatly with existing placements, and they are the ones quietly carrying the cost.

At The Sensory Spot, this keeps coming up in conversations with parents, SNAs and teachers.
Children who:

• Can access parts of the curriculum academically
• But struggle significantly with regulation
• Need consistent adult support throughout the day
• Require co-regulation, sensory understanding and flexibility

They may not meet criteria for a specialist class.
But they are also not managing independently in large mainstream classrooms.
So they hold it together.
They try.
They comply.
They mask.
All day.
And then they come home.
And home becomes the place where it all falls apart.
Big emotions.
Massive meltdowns.
Explosions that seem to come from nowhere.
But they’re not coming from nowhere.

They are the release of a nervous system that has been working overtime just to get through the day.
These children are not “fine in school.”
They are surviving in school.
And when no suitable placement can be found…

Some families reach a breaking point.
Children begin refusing school.
Attendance drops.
Anxiety builds.

And sometimes the only option left is home education, not because it was the dream, but because it felt safer than continued overwhelm.
That’s not a parenting failure.
That’s a system gap.

We need to start talking honestly about the in-betweeners.

Children who don’t neatly fit one setting or another, but clearly need more than they’re currently getting.
If you’re seeing this in your home, your classroom, or your practice, you’re not imagining it.

Let’s open this conversation.
Because children shouldn’t have to hold it together all day just to fall apart where they feel safest.
What has your experience been?

23/02/2026

At The Sensory Spot, we spend our days with children, but our conversations go far beyond the therapy room.

The feeling of failure around special school recommendations may say more about the system than about the child.

We speak daily with:
• Parents
• SNAs
• Teachers
And over the past year (and more), a recurring theme has become impossible to ignore.

We are increasingly identifying children whose needs are simply not being met in mainstream settings, whether that’s in a mainstream classroom or an autism class attached to a mainstream school.

Many of these children are coping.
They are surviving.
They are enduring the school day.
But they are not thriving.

And when a specialist placement is suggested, it often comes with a wave of emotion.
Grief.
Fear.
A sense of failure.

But we have to gently ask, failure of who?

Because almost every teacher and SNA we speak to is doing their absolute best. This is not about individuals failing children.

It feels much bigger than that.

Maybe the discomfort around special schools isn’t about the child at all.
Maybe it’s about a system that was presented to us as “one size fits all.”

Because here’s something many parents don’t realise:
Many special schools work across multiple curricula.
They adapt learning to the child, not the other way around.
That doesn’t sound like failure.
That sounds like responsiveness.
If a different environment allows a child to move from surviving to thriving, that is not failure. That is listening.

What has your experience been?

22/02/2026

And sometimes it shows up sharply,
like when professionals say things like “Sure how will they manage in mainstream?”
…while your child is right there.

People forget that a different developmental trajectory does not mean our children are less than.

It does not mean they do not hear what is said.
They hear it all.

And that hurts, for them, and for us.
So yes, it is okay to grieve or be upset about this.

To grieve the ease you thought parenting might have been.
To grieve the spontaneity.
To grieve the fact that so much more falls on you.
That grief does not cancel out love.

It doesn’t make you a bad parent.
It doesn’t mean you love your child any less.
If anything, it usually means the opposite.
It means you care so deeply.
It means you are holding space for your child and for yourself.
It means you are loving a child who needs more, and showing up anyway, every single day.
And that matters 🤍

Address

Oaktree Business Park
Trim
C15RW10

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