Rethinking Sensory Rooms: A Quiet Retreat- but at what cost?

Sensory rooms have become a staple in many schools—designed as calming spaces where children experiencing sensory overload can take a break, regulate their emotions, and return to class ready to learn. The intention is always to support. But as we continue to evolve our understanding of inclusion, it’s worth asking: is there a way to support regulation without creating separation?

A Quiet Retreat—But at What Cost?

Picture a child you care about. Maybe it’s your godson. He starts to feel overwhelmed in the middle of a lesson. A teacher gently guides him out of the classroom and into the sensory room. It’s peaceful. He calms down. It works—at least in that moment.

But what’s he missing while he’s away? A science experiment. A class joke. A group discussion. A connection.

Over time, those small missed moments can start to shape a child’s experience of school—not just as a place of learning, but as a place where they are “other or different.”

The Value of Sensory Rooms

There’s no denying the impact these rooms can have:

Regulation: They provide tools that help students reset when their emotions or sensory input become overwhelming.
Re-engagement: After time in a sensory room, many children return better able to focus and participate.

But There’s a Trade-Off

Even the most well-intentioned strategies can have unintended effects:

Separation: Regular removal from class can lead to feelings of isolation, making it harder for a child to feel they belong.
Stigma: Being sent out—even with kindness—can reinforce a message that their needs are something to be managed elsewhere.

The Wider Context

These challenges exist within a broader landscape of strain. UK education is under pressure:

Teacher shortages are rising, with tens of thousands leaving the profession annually.
Funding constraints have left many schools stretched thin.
Mental health concerns are growing—not just among students, but among educators and staff as well.

In this environment, finding effective, low-disruption support strategies has never been more important.

From Removal to Integration

There’s a quiet shift happening in some schools—a move away from separating students for support, and towards integrating that support within the learning environment itself.

Instead of a child leaving the classroom to reset, what if regulation could happen within it?

Some schools are exploring innovative sensory regulation tools that can be placed right in the classroom or nearby shared spaces. These discreet supports offer calming environments with personalised features like adaptable lighting, audio, and visuals—helping students reset quickly without needing to leave the flow of the day.

The result? Less disruption. More belonging.

A Future-Focused Approach

Inclusion isn’t just about providing the right support—it’s about where that support happens, and how it fits into a child’s day.

When sensory needs are met within the shared school environment:

Students stay connected to learning and peer interactions.
Taking a break doesn’t mean stepping away from the group.
Regulation becomes part of everyday school life—not a reason to leave it.

This is the kind of inclusive thinking that helps everyone thrive.

Let’s Make “Time In” the Norm

Sensory rooms have paved the way in supporting neurodivergent learners. But as we continue to learn, adapt, and innovate, new models are emerging—ones that offer the same benefits, with even greater emphasis on presence, inclusion, and belonging.

Because every child deserves to feel supported without feeling set apart.

To find out more, contact us at info@cubbie.ie