The Embodied Sensory System

The Embodied Sensory System and Our Nine Sensory Systems
Guest Blogger | Helen Edgar

We will look at our NINE Sensory Systems (although some research says we may have up to 33 sensory systems!). We will explore why this information is important for understanding how we interact with the world around us and how this may be different for those who are neurodivergent.

The Polyvagal Theory was developed by Steve Porges (1994). Developing an understanding of our sensory systems will help us to have a more embodied approach to understanding and reframing what can sometimes be quite challenging responses to sensory input and the environment. This is important for us as adults and for the children and young people that we care for.

We also invite you to share what works for you and your family and to get support for the challenges you may be facing and the success stories you are creating by joining us in The PDA Space community.

This FREE Ebook is available in The PDA SPace Portal.

Safety and Sensory Systems

From the moment we are born, we begin to learn about the world around us through our senses. These sensory systems regulate us and keep us safe, allowing us to function. They also provide us with moments of joy when we are balanced and alert us to danger when we are not safe.

Understanding the sensory system and how we can become more embodied is essential for our well-being and children. If you or your child are also neurodivergent (e.g. Autistic/ADHD/PDA/Dyslexic/Dyspraxic/OCD, etc), the sensory system can be even more complicated.  Coupled with possible difficulties people may have interpreting their sensory system and body signals; it can cause many difficulties and affect people in many different ways.

Idea: You could create exploratory treasure baskets to discover what you and your child like and how you respond differently to different sensory items. 

Which items are energising, and which are calming?

So, what are the nine sensory systems?

• Visual (sight)
• Olfactory (smell)
• Auditory (hearing)
• Gustatory (taste)
• Tactile (touch)
• Vestibular (movement)
• Proprioception (body position)
• Interoception (internal sensory system)
• Neuroception (polyvagal theory) 

Sight and Vision

As Jean Ayres said in 1984, "We learn through our senses. What we see, hear, touch, and experience through the perception of movement of our joints and muscles are our foundations for learning. Sensory integration is a way of looking at how the brain and the body work together to process sensory information."

Sight enables us to interact with and make sense of our environment. It helps to integrate our senses, especially the vestibular and proprioceptive senses. Bright lights and colourful patterns can be distracting or calming, depending on the individual. Similarly, dark, dimly lit spaces can either soothe or cause anxiety.

Some children may get excited or feel calmer by watching spinning light toys, lava lamps, bubble tubes, water and sand timer type of sensory toys, and mirrors.

Idea: Looking at photos of favourite things they enjoy and people they love can also help promote feelings of safety and happiness. Having a little photo book of their pets and family to take to school can feel reassuring for some children.

Taste & Eating

Many children prefer to eat the same foods with the same textures and tastes as it helps them to feel safe. Having ‘the same foods’ can reduce anxiety as you know what to expect, there are no surprises in taste or texture, and it can be reassuring.

However, due to interoception difficulties, some may struggle to interpret body signals indicating hunger or if food is too hot. Many autistic individuals and PDAers can struggle with eating. Reducing demands and enabling children to eat when and where they feel safe can be helpful.

If you have concerns with diet and eating, it is important to see your GP, but sometimes, having less focus and demand on food can alleviate anxiety and reduce some of the other difficulties that can arise with restricted food intake.

Smell

Our sense of smell is directly linked to our limbic system for emotional responses and survival. Smells can be closely related to memories and trigger a range of emotions and reactions. Certain scents can be calming and reassuring, while others can be stimulating and awakening. However, essential oils need to be used with care and following advice.

Idea: It can help some children to have the familiar smell of their favourite person on a blanket, comforter or their clothing if they are going to be away from them so they still feel ‘close’, and it can help create happy feelings and memories. Other people may find the response to some smells quite triggering; what works for one person may not work for another.

Hearing

Our auditory system helps us locate where sound comes from, screen out noises, and focus attention. It allows us to filter out background sounds and pay attention to other sounds to help communication. Familiar or repetitive sounds may feel safer and be reassuring. Certain sounds may help soothe or energise.

Sensory Tools: Using sensory tools such as ear defenders & headphones may help some people regulate noise input and be helpful for many occasions such as school, days out or when visiting other people and places. It is a way of being able to control the environment a bit more to meet your needs and can reduce anxiety and help make things more manageable.

Touch

We have two different touch receptors: protective and discriminative. Your sense of touch may vary depending on the moment, and you may be hyper or hypersensitive. Touch helps you understand temperature, pain, texture, vibrations, and pressure through the skin. Some textures may be calming, while others may be energising.

It is important to consider how the experience of touch may feel for you or your child; for some children that are described as being ‘tactile defensive’, it is important to focus on the experiences your child enjoys. 

Calming activities include playing and exploring soft, fluffy fabric, plushy toys, smooth things to squash & squeeze, warm, heavy weighted items, and deep pressure. 

Stimulating activities can include exploring and playing with materials and toys that are spiky, rough, hard, light touch, and cold items.

Vestibular (Movement)

The Vestibular system tells us where our body is in space; it helps us balance and coordinate our movements. It is like your body’s internal GPS. The vestibular system is a major organiser for all systems, and input can last long (hours).

Depending on how the vestibular system responds, some people may avoid certain movements and positions or seek fast, spinning, swinging or hanging upside-down sensations. 

Calming activities can include: fidget toys to twist, turn, squeeze, rocking, wobble boards, swinging, and hanging.
 

Stimulating activities include: jumping, spinning, rolling, shaking, dancing, going to the gym, and crashing into cushions.

Proprioception (Body Position)

The proprioception sense tells us where our body is and what it is doing. The body naturally wants to feel ‘just right,’ but achieving this can be difficult. Proprioception activities can help improve body awareness, coordination, and regulation.

Sensory breaks: We need to be proactive and give children regular opportunities for sensory breaks throughout the day rather than only reacting when they are struggling.

It can help to have various options and fun activities set up around the home for them to explore without it being a demand, such as:

• Heavy work (pressing against things, carrying, pulling and lifting items)
• Blowing bubbles
• Tight squeezes
• Deep massage
• Exploring playdough in different ways

Interoception (Internal Sense)

Your interoception system is your internal body sense. Interoception tells you what is happening inside your body. If you have difficulties processing your interoception signals, you may not be able to identify if you are feeling hot, cold, in pain, hungry or need the toilet, which can cause anxiety and dysregulation.

Idea: For some people, working on body scanning activities can help them identify feelings for others; this may cause more anxiety; if you can identify your internal body signals, you will be in a better position to know if you need to dress in warm clothes, have a drink, go to the toilet or if you need to see a doctor if you are in pain. Keeping to a routine can help with interoception difficulties, so you always eat, drink, sleep, and go to the toilet regularly when possible.

Neuroception

Neuroception is a term coined by Stephen Porges to explain the Polyvagal Theory. Neuroception is our subconscious internal sensory system that alerts us if we are safe or in danger. The sympathetic nervous system is activated when your mind and body feel in danger. It triggers a state of freeze/fight/flight or fawn. The parasympathetic nervous system is the ‘rest and digest’ system. It helps our mind and body rest and enables us to engage in life and feel safe and connected.

There is a ‘window of opportunity’ where people feel safe, connected, regulated and ready to learn. Adopting a co-regulation technique can help children learn ways to balance their sensory system.

Sensory Seeking vs Sensory Sensitive

Everyone has different sensory preferences. You may notice that some parts of your sensory system need more input than others, some may be more sensory seeking and others more sensory avoidant. You may find that needs also change day to day.

Idea: Note how you or your child may be sensory-seeking or sensory-avoidant/sensitive throughout the day. You may notice that some parts of your sensory system need more input than others depending on where you are, who you are with and what you are doing. 

Polyvagal Theory

Developed by Stephen Porges in 1994, the Polyvagal Theory proposes that we have a three-part autonomic nervous system (ventral vagal. sympathetic vagal and dorsal vagal system).

Co-regulation can help people struggling with an overactive or underactive nervous system (including the sensory system) to support them in feeling safe again and reconnecting.

Embodiment

Kay and Dan Aldred’s new book Embodied Education: Creating Safe Space for Learning, Facilitating and Sharing ‘is a vision for an educational paradigm based on well-being, co-regulation and creativity, which advocates for body-first, relational, and embodiment approaches in organisations and communities’.

To be embodied means to stay present in our bodies to sensations, emotions and the external environment without dysregulation. When people are regulated, they will be able to learn, enjoy life and be the best version of themselves.

Space Holder

A space holder is someone who can create and hold a safe space for a person so they can be themselves around them, knowing they will not be judged; they will be understood, valued and have an authentic, meaningful connection. As adults, we need to be embodied, calm and grounded to support our children to regulate, rather than expecting a child or young person to modify their behaviour themselves or change for external reward systems. We need to be a space holder for them.

Being Embodied

Another way to be embodied is to practise self-soothing techniques and co-regulation. Creating a safe relationship between your hand and your body can help you make your own safe space and tell your body that you are safe and present. Practising this with your child can also help them learn this technique and mirror you.

Know your Sensory System

It is important to know what stimulates your sensory system and wakes it up and what helps to calm and soothe your sensory system. Creating a toolkit or set of activities with your child can help in different places and situations. Children do well if and when they can, so they may need us to co-regulate to help balance their minds and bodies.

Signposting

For more information, resources, and support, these are helpful websites:

The PDA Space, Helping Kids Shine, Autistic Realms

Check out the book Embodied Education by Kay Louise and Dan Aldred.

Check out the blog by Trauma Geek about A Neurodiversity Paradigm Lens on Polyvagal Theory.

This article was inspired by the webinars delivered by The PDA Space and Nathalie Shek, who is an Occupational Therapist with Helping Kids Shine, and Dan & Kay Louise Aldred, who have written a book entitled Embodied Education Creating Safe Space for Learning, Facilitating and Sharing.