Autistic Pupil's Self-Reported and Observed Experiences of Multi-Sensory Environments in Schools

Abstract

Multi-sensory environments (MSEs), or sensory rooms, are widely used in schools to support pupils with additional learning needs. While commonly accessed by autistic pupils, no research has directly explored their perspectives. Focussing on the impact of MSEs on wellbeing, we investigated autistic pupils’ self-reported experiences of MSE use. Thirteen autistic pupils (11–15 years) from mainstream schools participated. They completed semi-structured interviews with an autistic interviewer about their experiences, as well as a five-minute self-directed MSE session, which was video recorded. Reflexive thematic analysis of the interviews, conducted by one autistic and one non-autistic researcher, found that autistic pupils believed self-directed MSE use supported their mental wellbeing, learning, and ability to manage sensory overwhelm. Participants valued the flexibility to adapt the space according to their individual and context-dependent needs. While sensory equipment was frequently used, pupils also described engaging in a broader range of activities. Analysis of behaviours observed in the videoed session identified three themes: Turning Off and Relaxing; Sensory Seeking and Defence; and Stimming. Overall, findings suggest that autistic pupils experience MSEs as beneficial for both wellbeing and learning. The findings highlight the importance of self-directed, individualised approaches to sensory support and the value of creating autistic-informed spaces in schools.Sensory rooms are spaces filled with things like lights, sounds and objects, which people can look at, touch and explore. In schools, these rooms are often used by autistic pupils. However, we do not know much about why sensory rooms help autistic people, and no one has asked autistic pupils about what they think about sensory rooms. In this study, we spoke with thirteen autistic pupils, aged 11–15 years, who use a sensory room at their mainstream school. They took part in interviews with an autistic researcher and also spent five minutes in their school's sensory room, which we video recorded. Two researchers, one autistic and one non-autistic, looked closely at what pupils said and did. Pupils said it was important to be in control of how they used the room so they could make it work for their own needs. They felt the rooms helped them with things like stress, learning, and sensory overwhelm. While they enjoyed using sensory equipment, they also used the room for other things, like reading. From the video recordings, we noticed pupils spent a lot of time relaxing, exploring or avoiding sensory input, and stimming. Overall, pupils felt that sensory rooms supported them with wellbeing and learning, especially when they could use it in their own way. Our research has shown that it is important for autistic pupils to have autistic spaces in school.