Sensory Integration Network

17/02/2026

💡 Ever wondered how sensory integration theory really comes to life in practice?

If you’re looking to take the next step in your professional journey, discover what our Postgraduate programme has to offer.

Our expert lecturers bring Module A – Foundations in Sensory Integration to life, exploring SI theory, sensory processing patterns, and how sensory integration impacts participation and function across the lifespan.

🗓️ Applications for the next Module A cohort close 20th March.

Find out more by following the link in the comments below 👇

17/02/2026

This article discusses 6 ways to make higher education settings more inclusive to Autistic learners and for others with Sensory Processing Differences that impact on their learning.

Make your classroom, lab and campus more accessible to autistic students with these tips

16/02/2026

✨ A quieter journey could be on the way ✨

London Paddington station may soon host Transport for London's first sensory-friendly “quiet space” — a calm, low-stimulus refuge for travellers who find noise, crowds and visual overload overwhelming.

With millions of journeys made every day, this move recognises that accessibility isn’t only about physical access — it’s also about supporting neurodivergent travellers and those with sensory sensitivities.

If trialled, this space could mark a significant step forward in inclusive transport design 🚆💛

Find out more 👇

Transport for London (TfL) is exploring how it can make journeys easier for passengers who find the city’s transport system overwhelming

16/02/2026

This study explored how training, contact with neurodivergent individuals, attitudes toward neurodiversity, and stress relate to self-efficacy among U.K. school staff. Survey results showed wide variation in training quality, with many staff wanting more consistent support. Greater experience with neurodivergent individuals and better stress management were linked to higher confidence. Overall, the findings suggest that staff confidence depends not only on training, but also on experience, relationships, and supportive working environments.

https://doi.org/10.1177/27546330261419277

If you're working in a school and want to learn more about supporting students with sensory differences and get support along the way, check out the link for our Sensory Inclusive Schools Service below.

https://www.sensoryinclusiveschools.org/

15/02/2026

This article contains helpful ideas on how to accommodate your child's sensory needs and preferences at home

Parents, with the right tools, your home can become a haven for your neurodivergent child. Here are parent-approved tips to get you started.

14/02/2026

This article highlights the mental health challenges that children and young people with ADHD can experience.

13/02/2026

💝 Navigating Valentine's Day for Neurodivergent Young People

Valentine’s Day can be filled with excitement… but for many neurodivergent young people, it can also bring stress, anxiety and uncertainty.

Disrupted routines, unexpected decorations, emotional exchanges, unclear social expectations and the possibility of feeling left out can all make the day overwhelming.

In this blog, Dr Lelanie Brewer explores:
✨ Why Valentine’s Day can feel challenging
✨ Common sensory and social triggers
✨ Practical ways we can help children feel safe, valued and prepared

Let’s work together to make Valentine’s Day a special day for all young people!

Read the full blog here 👇

13/02/2026

This scoping review examined barriers and enablers affecting the transition of neurodivergent young people from child to adult mental health services. It identified key intrapersonal, interpersonal, community, and institutional factors that influence the transition process. Major barriers included insufficient and inconsistent information provided to young people and key stakeholders about the transition pathway, limited professional training and support for delivering mental health care to autistic young people and those with ADHD, and a lack of coordinated, joint planning among stakeholders involved in the transition.



https://doi.org/10.1111/cch.70201

Follow us to keep up to date on the latest research in Sensory Integration and Neurodiversity.

To learn more about supporting individuals with sensory differences across the lifespan see the link below:
https://www.sensoryintegrationeducation.com/bundles/Sensory-Inclusion-Facilitator-Certificate-B

12/02/2026

University-validated Level 7 training in Sensory Integration

Thinking about taking the next step in your professional development?

Our postgraduate courses in Sensory Integration are Sheffield Hallam University-validated Level 7 awards, built on more than 30 years of SIE’s expertise in SI training. We’re now welcoming a wider range of regulated professions, giving more professionals the chance to develop their skills and make a real difference for the people they support.

Secure your place by 13 March 2026.

12/02/2026

🤔Burnout and ADHD often go hand in hand – but why does the cycle keep repeating?

Many people with ADHD describe burning out, recovering… and then burning out again. 💛

In our next live webinar 'Sensory Integration and Burnout in ADHD' on 18th February, our host Amy Stephens explores why this happens and what can help.

You’ll learn how sensory processing differences can add to overwhelm — and how simple sensory strategies can support reset and recovery.

✨ Open to all | No prior SI knowledge needed
📌 Join us live and learn practical tools you can use straight away.

Book your place by following the link in the comments 👇

This webinar is free to attend for SIE Lifelong Learning members

12/02/2026

UK charities have warned that mental health services for children and young people in the UK are struggling to meet demand amid a sharp rise in emotional distress in children and young people

https://www.independent.co.uk/bulletin/news/children-mental-health-decline-future-minds-b2909028.html

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11/02/2026

🏫🏠 When a child is masking, needs don’t disappear – they’re just hidden.

Masking can delay identification, complicate assessment and lead to misinterpretation of behaviour in both school and home settings.

In her latest blog, Dr Lelanie Brewer highlights why support should focus on:
• Reducing environmental demands
• Building regulation capacity
• Creating safe spaces to unmask
• Supporting co-regulation over correction
• Strengthening collaboration between schools, clinicians and families

A powerful reminder that “coping” does not equal thriving.

Read the full blog here 👇