Working with children who have ADHD often reminds us that attention is only part of the story. Beneath the challenges with focus, impulsivity, and regulation lies something equally important and that is the way a child’s brain processes sensory information. This is where sensory integration comes in.
Sensory integration is the ability to take in information from the environment through our senses, organize it, and use it to respond appropriately. For many children, this happens automatically. For children with ADHD, the process can be inconsistent or overwhelming. A simple classroom activity that seems routine to most children can become an exhausting task when sounds, textures, and movements are experienced more intensely.
In practice, this often looks like a child who cannot sit still during circle time, not because they are unwilling, but because their body is struggling to filter out the hum of the air conditioner, the scratch of the carpet, or the chatter of nearby classmates. What appears to be a behavioral issue is sometimes a sensory challenge.
For therapists, recognizing this distinction matters. When we view restlessness as defiance, we respond with discipline. When we view it as a sensory need, we respond with strategies. The difference changes everything about the child’s experience of therapy and learning.
Some practical approaches can help. Incorporating movement breaks allows children to reset and return with more focus. Using weighted lap pads or fidget tools can give their bodies the input they crave without disrupting a session. Visual schedules help reduce the mental load of transitions. These adjustments sound basic, but they create an environment where children feel safe, understood, and capable of success.
One of the most powerful lessons I have learned is that progress does not come from pushing a child to “sit still” or “pay attention.” It comes from meeting them where they are and creating conditions where attention becomes possible. That shift from control to collaboration changes the dynamic in the room and often leads to breakthroughs that surprise even the therapist.
For those beginning their careers in pediatric therapy, understanding sensory integration is not optional. It is foundational. Without it, we risk misinterpreting a child’s needs and missing opportunities for growth. With it, we can design therapy that feels supportive rather than overwhelming.
Every child with ADHD deserves an approach that sees beyond the label and into the way their brain and body experience the world. When we do that, we give them more than strategies, we give them a chance to thrive.
How have you integrated sensory strategies into your work with children who have ADHD? Share your experiences. Your insight may help another therapist just starting out.
One of the most humbling moments in pediatric therapy is meeting a child who cannot yet use words to express themselves. You walk into the session with a plan, but within minutes you realize that communication will not follow the path you imagined.
Working with children who have ADHD often reminds us that attention is only part of the story. Beneath the challenges with focus, impulsivity, and regulation lies something equally important and that is the way a child’s brain processes sensory information. This is where sensory integration comes in.
In school we learn to define conditions, structure treatment plans, and outline interventions with precision. But when a child walks through the door, nothing unfolds as neatly as it does on paper.
