The effect of the classroom sensory environment on engagement for autistic pupils: classroom noise, classroom displays, and teacher display practices

Primary school classrooms are busy multi-sensory environments where children are expected to engage in some of their most important formal learning. Emerging evidence suggest that sensory features of classrooms can have a negative impact on the ability to engage and learn. This may be particularly important for neurodivergent children with sensory difficulties, especially autistic children. In this paper, two studies are presented which systematically investigate the impact of sensory classroom features on engagement: firstly by exploring teacher practice on the use of classroom displays using questionnaires; and secondly by experimentally testing the impact of classroom displays and classroom noise for autistic and neurotypical children. This paper presents the first evidence that maps from teacher practice to experimental evidence, showing how classroom displays are widely used, with the motivation to support learning and promote confidence and self-esteem; but how they can negatively impact engagement and task behaviour especially for autistic children. Evidence for negative impact from classroom noise was not found here, but this is discussed in relation to the experimental context. Together, this evidence has significant implications for classroom practice, and in particular the support of autistic and ND children with sensory differences.