Following a Sensory Compass: Meeting the Sensory Needs of Students in Physical Education

In physical education (PE), students engage with sensory-rich environments that guide their participation in class. However, for students with disorganized sensory responses, these environments can become overwhelming. This article explores the relationship between sensory integrative processing, trauma, and the autonomic nervous system’s efforts to protect itself in the face of perceived threat within the context of physical education. Drawing from Dr. Bruce Perry’s "3 Rs" framework—regulate, relate, and reason—the article examines how trauma can alter sensory integrative processing, resulting in behavioral responses that can affect students’ ability to participate effectively in activities or maintain well-being. By understanding these sensory responses, educators can create supportive and responsive environments that help students regulate their bodies and emotions, return to a more balanced state, and get back to learning. The article outlines strategies for helping PE teachers and students co-regulate and widen their "window of tolerance.” The provided logic framework offers PE teachers guidance on recognizing sensory needs, applying co-regulation strategies and body-based interventions, and building trusting relationships with students. Through thoughtful adjustments to teaching practices, educators can better support students’ sensory and emotional well-being, ensuring more inclusive, attuned, and successful PE experiences.