The Sensory Spot

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

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 🤍

20/02/2026

Its Friday ✨️

😂😂
❤️
👊

18/02/2026

Let’s talk about info dumping in neurodivergent children.

You might notice a child sharing a lot of information, sometimes all at once, sometimes about one specific topic.

Info dumping isn’t about being accurate.
It’s about connection.

For many neurodivergent children, this is how they share joy, comfort, excitement, or imagination. It’s a way of opening a conversation or sharing a part of themselves.

They may not be looking for a response or correction.

They may simply be sharing something that feeds them and brings them joy.

So this isn’t something to fix.

It’s something to notice and embrace.

Because when a child info dumps, they’re not just sharing information, they’re sharing who they are.

16/02/2026

This is not about pushing a child beyond their capability.

It’s not about doing hard things on hard days.
Capacity changes, and that matters.

What we do believe in is:

👉 choosing life skills that are achievable for your child,
👉 supporting them in calm, low-pressure environments,
👉 and building them slowly, over time.

💡 What this can look like in real life:

-Letting your child pull one sock on instead of both

-Asking them to start the zip, even if you finish it

-Letting them carry their lunchbox to the door

-Giving them time to wash one hand, not the whole routine

-Pausing before helping and asking, “Do you want to try first?”

These moments don’t need to be perfect, they just need to be available.

🌱 Why this matters long term Practising life skills:

-Builds self-belief (“I can do things”)

-Supports executive functioning and motor planning

-Reduces reliance on adults over time

-Helps children feel more capable and included at home, school, and in the community

And when skills are taught within a child’s capacity, they support regulation, not stress.

🤍 A reminder for parents: You are not behind.
You are not failing if today isn’t the day for skill-building.
Some days are about survival, and that counts too.

Life skills grow best when children feel safe, supported, and unrushed.
And parents deserve the same kindness we ask them to give their children.

13/02/2026

Dance your way into the weekend 💃🐾”
FridayFun

06/02/2026

Our ideas are shaped every day by the children and families we work with in our sessions. By the questions parents ask, the moments they share, the wins they celebrate and the challenges they navigate alongside us.

They come from conversations with teachers and SNAs, from teamwork, shared problem-solving, and the collective goal of supporting each child in the most meaningful way possible.

Some ideas also come from our own lived experiences, the things that have shaped us as people, not just as professionals.

We value every single bit of time we get with each child and their family. Those moments matter. They are what help us grow, reflect, and continually learn how to be more caring, more curious, and more neuroaffirming in everything we do.

Along the way, the children and families we work with have helped shape us into the OTs we are today.

And while our work is grounded in education, evidence, and ongoing professional learning, it’s the real-life experiences, relationships, and voices we hear every day that bring that knowledge to life.





03/02/2026

BUT here are some things you will ALWAYS hear us say:

✨Thanks so much for asking I love helping you.

✨Thanks for including me I really like playing with you.

✨Thanks for saying thanks .

✨Lets try again, we have unlimited try’s here.

✨There’s no right way or wrong way, let’s figure out they way that works best for you .

✨You can always tell me to step back/go away.

✨Tell me if you want some space.

✨️I really like that idea.

✨️Thanks for being safe.

✨️You are very important.





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Oaktree Business Park
Trim
C15RW10

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