
13/04/2025
“It feels like knives around my neck.”
That’s what one young boy told me when I was asked to see him. He had been excluded; not for aggressive behaviour, not for being disruptive, but because he refused to wear a school tie.
What he was experiencing was tactile defensiveness; a heightened sensitivity to touch that made the sensation of the tie unbearable.
What school staff saw was defiance.
What they expected was conformity.
But what he actually needed was understanding,
support and treatment.
It always makes me reflect- how many of us could concentrate, sit still, or learn if we were in discomfort or pain?
Tactile defensiveness is commonly seen in children with Sensory Processing Disorder (SPD). This means their nervous system processes sensory input differently; everyday sensations like clothing, textures, or even light touch can feel overwhelming or distressing.
At Children’s Sensory Therapy Ltd, our Occupational Therapists use Ayres Sensory Integration therapy to help children with SPD. By working with their sensory systems, we can reduce defensiveness, improve regulation, and make everyday life feel safer and more manageable.
But this also leads me to ask…
Why do we expect children to wear traditional ties and blazers to school?
There is no research to suggest that it improves learning.
What neuroscience does tell us is that children learn best when they are regulated- and for many children with sensory differences, school uniforms can cause significant discomfort and distress.
In some cases, it’s more than discomfort- it’s pain. And for some, that pain is so intense, it can lead to school avoidance altogether.
Yes, Occupational Therapists can support children to better manage these challenges.
But wouldn’t it also be worth asking why we’re still holding on to these uniform traditions?
The blazer and tie have become almost exclusive to the school environment—it’s rare to see them worn elsewhere in daily life.
Maybe it’s time we listened a little more to what our children are telling us.
Let’s keep looking beneath the behaviour- often, it’s a child’s way of saying: “I’m struggling.”