Understanding sensory experiences of neurodiverse adolescents in mainstream secondary schools
| ISRCTN | ISRCTN93932965 |
|---|---|
| DOI | https://doi.org/10.1186/ISRCTN93932965 |
| Sponsors | Sheffield Hallam University, Harton Academy |
| Funder | Sheffield Hallam University |
- Submission date
- 01/04/2026
- Registration date
- 01/04/2026
- Last edited
- 01/04/2026
- Recruitment status
- No longer recruiting
- Overall study status
- Completed
- Condition category
- Mental and Behavioural Disorders
Plain English summary of protocol
Background and study aims
Many young people in mainstream secondary schools are neurodiverse, meaning they think, learn, and process the world in different ways. These differences are completely normal, but school environments are often not designed with neurodiverse learners in mind.
Who can participate?
Neurodiverse adolescents aged 10–19 years at the participating secondary school, Harton Academy, UK.
What does the study involve?
This study explored how participants experience sensory challenges at school, using interviews, drawings, and conversations to understand their daily lives.
What are the possible benefits and risks of participating?
Possible Benefits:
• Participants may gain a better understanding of their own sensory experiences and how these affect their school day.
• Taking part may help young people feel heard, valued, and able to share experiences that are often overlooked.
• The findings may contribute to improved support for neurodiverse adolescents in schools, including more sensory-informed environments and practices.
• Although there is no direct personal benefit, participation may help shape future educational and therapeutic approaches for other students.
Possible Risks
• Some interview questions may feel personal or emotionally sensitive, particularly when discussing stress, overwhelm, or difficult school experiences.
• Reflecting on sensory challenges may cause mild emotional discomfort or temporary distress.
• There are no physical risks associated with participation.
• Participants may pause, stop the interview, or withdraw from the study at any time without giving a reason.
Where is the study run from?
Sheffield Hallam University, UK.
When is the study starting and how long is it expected to run for?
September 2024 to April 2026.
Who is funding the study?
Sheffield Hallam University, UK.
Who is the main contact?
Tanya Oliver, tanya_oliver@hotmail.co.uk
Contact information
Public, Scientific, Principal investigator
Harton Academy
Lisle Road
South Shields
NE34 6DL
United Kingdom
| tanya_oliver@hotmail.co.uk |
Study information
| Primary study design | Observational |
|---|---|
| Observational study design | Observational qualitative phenomenological design |
| Participant information sheet | 49298_PIS Parent.pdf |
| Scientific title | Sensory experiences of neurodiverse adolescents in mainstream secondary education: a qualitative phenomenological study |
| Study acronym | SENSE |
| Study objectives | Primary Objective To explore how secondary school–aged neurodivergent children experience sensory differences within the mainstream school environment and additional resource base (ARB) settings. Secondary Objectives To identify specific school-based sensory triggers and environmental factors that influence participation, learning, and emotional regulation. To understand how adolescents describe and interpret their sensory experiences in their own words through semi‑structured interviews and optional arts‑based methods. To generate themes that can inform improved educational, therapeutic, and environmental strategies for supporting neurodivergent pupils in secondary schools. Exploratory Objectives To examine how sensory experiences vary across different school spaces (e.g., classrooms, corridors, dining hall, ARB). To contribute qualitative evidence to the limited research base on sensory processing in neurodivergent adolescents within UK secondary schools. |
| Ethics approval(s) |
Approved 04/02/2025, Sheffield Hallam University Ethics Commitee (Howard Street, Sheffield City Centre, sheffield, 11WB, United Kingdom; +44 01142255555; ethicssupport@shu.ac.uk), ref: None issued (UREC3 internal approval) |
| Health condition(s) or problem(s) studied | Neurodiversity; Sensory processing differences / sensory processing difficulties; Autism spectrum condition (ASC); Attention‑Deficit/Hyperactivity Disorder (ADHD); Developmental Coordination Disorder (Dyspraxia); Dyslexia and other neurodevelopmental differences |
| Methodology | Study design A qualitative phenomenological study exploring how neurodivergent secondary school pupils experience sensory differences within the school environment. Setting A large UK mainstream secondary school with an Additional Resource Base (ARB) for pupils with special educational needs. Participants Adolescents aged 10–19 with a diagnosed neurodiverse condition. Identified through sensory profiling as having sensory processing differences. Purposeful sampling, aiming for approximately 8 participants. Data collection Semi‑structured, open‑ended interviews were conducted in the school therapy room during school hours. Audio‑recorded using Dragon Professional V16 and transcribed verbatim. Optional arts‑based methods (drawing/painting) are offered to support communication for pupils who find verbal expression difficult. Field notes and observational reflections were recorded throughout. Safeguarding and consent Parental consent obtained; pupils provide assent. Safeguarding procedures are followed in line with school policy. Participants are reminded they can withdraw at any time. Data management All data is stored securely on the school’s encrypted system (Veeam). Files are password‑protected and anonymised. Unique identifiers are used for transcripts and materials. Data analysis Reflexive thematic analysis follows a six‑phase iterative process. NVivo is used to support coding and organisation. Reflective diary and peer debriefing used to enhance rigour. Themes developed collaboratively with the school SENCO. |
| Intervention type | Other |
| Primary outcome measure(s) |
|
| Key secondary outcome measure(s) | |
| Completion date | 01/04/2026 |
Eligibility
| Participant type(s) | |
|---|---|
| Age group | Mixed |
| Lower age limit | 10 Years |
| Upper age limit | 19 Years |
| Sex | All |
| Target sample size at registration | 8 |
| Total final enrolment | 8 |
| Key inclusion criteria | 1. Neurodiverse adolescents aged 10–19 years 2. A diagnosed neurodiverse condition (e.g., autism, ADHD, dyslexia, dyspraxia) 3. Identified sensory processing differences confirmed through sensory profiling 4. Attending the participating UK mainstream secondary school or its Area Resource Base (ARB) 5. Able to provide assent, with parent/guardian consent obtained |
| Key exclusion criteria | 1. Adolescents without a diagnosed neurodiverse condition 2. Adolescents without identified sensory processing differences 3. Students outside the age range of 10–19 years 4. Students not attending the participating UK mainstream secondary school or its ARB 5. Students unable to provide assent, or whose parent/guardian did not provide consent 6. Students whose participation would be inappropriate due to safeguarding concerns or inability to engage in interview‑based research |
| Date of first enrolment | 01/09/2024 |
| Date of final enrolment | 31/03/2026 |
Locations
Countries of recruitment
- United Kingdom
- England
Study participating centre
South Shields
NE34 6DL
England
Results and Publications
| Individual participant data (IPD) Intention to share | No |
|---|
Study outputs
| Output type | Details | Date created | Date added | Peer reviewed? | Patient-facing? |
|---|---|---|---|---|---|
| Other files | 01/04/2026 | No | No | ||
| Participant information sheet | version 1.0 | 11/12/2024 | 01/04/2026 | No | Yes |
| Participant information sheet | 01/04/2026 | No | Yes | ||
| Plain English results | 01/04/2026 | No | Yes | ||
| Protocol file | version 1.0 | 01/04/2026 | 01/04/2026 | No | No |
Additional files
- 49298_PlainEnglishResults.pdf
- Plain English results
- 49298_Protocol_v1.0_01April2026.pdf
- Protocol file
- 49298_PIS Child_v1.0_11Dec2024.pdf
- Participant information sheet
- 49298_PIS Parent.pdf
- Participant information sheet
- 49298_Participant consent form1.pdf
- Other files
Editorial Notes
01/04/2026: Study’s existence confirmed by the Harton Academy Secondary School, UK.
