Send us a text Today’s episode builds on from last week's Podcast about sensory system. I’ll be diving deeper into how the classroom environment can significantly impact neurodivergent students. Today, we’re focusing on something that I believe many teachers don’t consider enough—the classroom environment itself. As I’ve learned more, I’ve come to realize how crucial it is to create a sensory-friendly space to help neurodivergent children thrive. The classroom environment has the power to either support or hinder learning, and there are so many factors that can unintentionally create barriers. As a parent, I can relate—I didn’t fully appreciate how much the classroom environment could affect my own neurodivergent children’s learning experiences. Today we’ll explore how a sensory-sensitive classroom impacts behaviours, social-emotional states and well-being of neurodivergent students, and why this is essential for creating an environment where every child can succeed. Let’s talk about how we can make classrooms a more inclusive and supportive space for all students.  BooksJoyful: The surprising Power of Ordinary Things to Create Extraordinary Happiness. By Ingrid FellelThe Sensory and Motor Strategies – Practical Ways to Help Autistic Children and Young People learn to Achieve- Third Edition by Corinna LaurieDivergent Minds: thriving in a world That Wasn’t Designed for you by Jenara Nerenberg- What are our sensory systems and how can we build a sensory sensitivity classroom with minimal but important changes by Ruth Smoker-Cornell _ a more comprehensive list of what I have talked about today. Link to the Sensory Profile FormFor more advice, support, to book a consultation or to find out more information please visit:The Neurodiverse Education Hub WebsiteYou can also purchase our e-book from the website:e-book - Navigating Education: A Parent's Guide to Choosing the Right Primary School for your Neurodivergent Childand ourFree Brochure - Transitioning from Kindergarten to Primary School for your Neurodivergent Child

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