Children learn most effectively through changes in stimuli, hands on experiences and physical involvement (Hale, 1994). They require a variety of different textures from sand and water to carpet and pillows in order to meet there basic physical needs (Prescott, 1994). Children with SEND are one of the most vulnerable groups within society. This largely stems from the effects of the sensory built environment in which they live (Waltz, 1996). Sensory processing has been highlighted as one of the biggest causes of challenging behaviour amongst both atypical children and children with SEND (Jordan & Powell, 1995; Hatch-Rasmussen, 1995). Williams (1996) Claims that many children that experience sensory overload can express behaviours such as; rocking, humming, flapping and spinning. Where as, Rimland & Edelson (1995) claim these behaviours could just be because a child is stressed or bored. Many children with SEND, especially those with Autism, struggle with differences in their sensory processing integration. Meaning the world we live in is unpredictable. Due to sudden changes in the environment, a child can quickly become cognitively overloaded. These encounters emphasise a further intolerance of uncertainty in Autistic children (Boutler et al., 2014). Which is then made worse by sensory sensitivities (Wigham et al., 2015). Environmental interventions put in place to help control sensory stimulation, like the use of headphones (Pfeiffer et al., 2019), modified lighting (Kinnealey et al., 2012), less busy visual displays and low ceilings have shown improvements to mood and classroom performance, social interaction and challenging behaviours. The findings from these interventions have been consistent with teacher reports stating that children who have control over their environment, better control their unwanted sensory experiences, which is what causes them the most difficulty with their learning and behaviour (Jones et al., 2020). For more information on sensory integration click here.