Friday, 20th November 2026
9:30am - 1:00pm
1:00pm - 1:30pm light lunch with an opportunity to network
Richmond School & Sixth Form

An increasing number of children struggle to concentrate and remain engaged in busy, stimulating classroom environments. Behaviours such as fidgeting, wriggling, wandering, bumping into others, or constant movement are often seen as disruptive; however, these actions may actually be a child’s way of trying to regulate their sensory system and maintain focus. 

This practical and insightful training explores how sensory processing differences can impact attention, concentration, and behaviour in the classroom. Drawing on the principles of Sensory Integration and the Alert Programme for self-regulation (Williams & Shellenberger, 1996), we will examine whether these behaviours have a sensory basis and how educators and practitioners can respond more effectively.

Participants will gain a deeper understanding of how to recognise sensory-based behaviours and learn supportive strategies to help children regulate their arousal and alertness levels. The session will provide practical resources, interventions, and classroom approaches that can reduce distress, improve engagement, and support better learning outcomes for all children. 

Learning Outcomes

• Understand how sensory differences can impact attention and concentration in the classroom 
• Use theories of Sensory Integration to explain sensory imbalance and behavioural responses 
• Identify practical resources, strategies, and interventions to support self-regulation and improve concentration 
• Explore ways to reduce the distress caused by an out-of-synch sensory system and create more inclusive learning environments 

Training led by: Lois Add

Lois Addy is an independent SEND advisor and lecturer, teaching both nationally and internationally.  She was previously the Lead for Cognition and Learning for North Yorkshire County Council, and formerly lectured at York St John University and York University. She has qualifications in occupational therapy, psychology and education, and has over 44 years’ experience in working with children with SEN. Lois is co-author of the Write from the Start; Perceptual-Motor Handwriting Programme, and Making Inclusion Work for Children with Dyspraxia: Practical Strategies for Teachers. She is author of the Speed-Up! kinaesthetic handwriting programme, Write Said Ted (pre-school handwriting programme), How to Understand and Support children with Dyspraxia’, Get Physical!’ (a Physical Education programme, which won the TES/NASEN Teaching and Learning book of the year in 2006), How to Increase the Potential of Students with DCD (Dyspraxia) in Secondary School, How to Support Children with Sensory Processing Needs, How to Understand and Apply Reforms in SEN Policy and How to Identify and Overcome Handwriting Difficulties. She is a contributor to Developing School Provision for Children with Dyspraxia, and editor of Occupational Therapy Evidence in Practice for Physical Rehabilitation. 

Audience

SENCos, Inclusion Managers, Teachers, TAs, Learning Mentors, parents 

Cost: £85+VAT / person (Refreshments and light lunch included.)
Limited discounted places available for parents available.

To book your place please email us or register below.

Training Information Leaflet

Please click here for other training events hosted by Yes@ Areté Learning Trust.

Cancellations/Refunds: Cancellations of training events are subject to a 25% administration fee where the cancellation is made 3 weeks or more before the date of the event. No refund is payable for a cancellation made within 2 weeks prior to the training course – in this event the full sum shown on the invoice remains payable.