Recognition and Implications of Sensory Differences in the College Classroom From a Psychological Perspective

Abstract

Greater attention to active and collaborative learning makes inclusion of all students worth examining in the changing higher education landscape. The overarching goal of the present study was to identify specific sensory stimulation patterns in the college classroom that may present obstacles for students with sensory processing challenges, particularly when students are faced with taxing sensory environments. We explored the links between sensory processing thresholds in a sample of college students enrolled in General Psychology courses and the number of reported classroom challenges related to their sensory thresholds and executive functioning. In classroom contexts, students who were very sensitive to environmental stimuli were most negatively influenced by participation in small group discussions, listening to side chatter in the classroom that distracted from the main discussion, and speaking in front of others when unprepared. This was also accompanied by decreases in attention and emotional regulation. In light of these findings, we recommend using principles of universal design to create a more inclusive and supportive atmosphere.