Trends in Sensory Integration and Processing Differences in UK School-Based Settings: A Retrospective to Now Dataset Analysis

Authors: Catherine Hauvette, Kathryn Smith, Katie Crowfoot, Ammar Morad Alashkar, Melissa King, Bernike Maarsingh, Aniesa Blore, Amanda Adamson, Rosalind Urwin

Trends in Sensory Integration and Processing Differences in UK School-Based Settings: A Retrospective to Now Dataset Analysis

This audit addresses a critical gap in UK-specific evidence on sensory processing and integration patterns across primary and secondary school settings, with direct implications for occupational therapy practice in special educational needs and disabilities (SEND). Using retrospective, longitudinal analysis of 71 anonymised case studies (ages 0–18) collected between 2016 and 2025, the study examines trends in sensory integration and processing differences within school-based populations.

The findings inform:

intervention planning
resource allocation
professional education
support the design of postgraduate curricula that prepare occupational therapists for practice in UK schools.

Clinical implications emphasise the use of Ayres Sensory Integration® (ASI) standardised and non-standardised assessments at key educational transition points, alongside participation-focused, strengths-based, and preventative sensory integration-informed interventions aligned with inclusive education.

This work directly supports future workforce capability by ensuring alignment with NHS England Enhanced and Advancing Practice standards, embedded within the MSc Advancing Practice in Sensory Integration programme, and strengthens the evidence base for occupational therapy’s role in supporting participation and inclusion in UK education settings. This adds to the evidence base for occupational therapy’s role in supporting participation and inclusion in UK education settings.

ASI Wise Trends in Sensory Integration and Processing Difficulties in UK School-Based SettingsISIC 20252026-2 Download