ADHD Sensory Needs Reflection 

Designed for parents, carers, educators and professionals supporting children and young people with ADHD, this Sensory Needs Quick Reflection Tool supports adults to notice, reflect on and better understand sensory preferences, sensory load and regulation needs across different environments.

This practical, neuro-affirming resource is not a diagnostic assessment. Instead, it offers a structured way to capture observations, recognise patterns and consider how the environment may be supporting or overwhelming a child. It is suitable for use in home, school, therapeutic and professional settings, and can be printed, saved, shared or embedded into support plans and review documents.

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What’s Included

This downloadable PDF Toolkit includes:

• A sensory preferences and sensitivities overview, supporting adults to notice common sensory seeking and avoiding patterns

• A regulation and arousal check-in, highlighting times and situations where regulation may be more difficult

• A section exploring signs of sensory overload and stress responses, reframing behaviour as communication

• Reflection prompts to support environmental, relational and demand-based adjustments

• Space for professional notes and ongoing observations

• The layout is clear, concise and easy to use, making it suitable for quick reflection during planning, meetings or day-to-day support.

 

Who It’s For

This Toolkit is useful for:

• Parents and carers supporting children with ADHD

• Early Years settings, schools and SEND provisions

• SENCOs, Educational Psychologists, therapists and support workers

• Health, social care and early help professionals working with neurodivergent children

• No specialist sensory training is required to use this tool.

 

Why This Toolkit Matters

• Children with ADHD often experience differences in sensory processing, regulation and attention that can be heavily influenced by their environment. When sensory load is high, children may appear distracted, restless, emotionally reactive or disengaged.

• Having a clear, shared way to reflect on sensory needs helps adults move away from behaviour-focused responses and towards understanding what a child’s nervous system may be communicating. This tool supports earlier, more thoughtful adjustments, reducing escalation and supporting emotional safety.

• Because it is grounded in a neurodiversity-affirming, trauma-informed approach, the focus remains on adapting the environment and support around the child, rather than expecting the child to adapt themselves.