Enhancing adaptation and learning in educational environments (SENSE project): a case series study

Autistic students face increased risk of school exclusion, often linked to insufficient accommodation for sensory and social challenges. The absence of structured sensory breaks contributes to stress, behavioral escalation, and removal from the classroom. Recent studies recommend dedicated spaces to support sensory regulation.

This community-based case series examines the use of a multisensory room (MSE) in a public school as a structured mid-morning break to reduce sensory overload and improve engagement.

Five autistic students attended regular MSE sessions during school hours. Teachers received brief training from an ADC-P. Sessions provided individualized sensory support and were conducted with a neuropsychomotor therapist. Feasibility, safety, usability, and behavioral changes were assessed through service metrics, systematic observation, and teacher questionnaires.

The intervention was feasible, safe, and easily integrated into school routines. Organizational aspects and teacher training emerged as primary challenges. All students showed a reduction in challenging behaviors and improved sensory regulation, along with increased requests for preferred MSE activities.

Findings suggest that integrating MSE use into daily school practice may enhance sensory tolerance and reduce challenging behaviors in autistic students. As the first report of MSE use for sensory discharge in a public school during school hours, these results, despite the small sample, support further research within inclusive education models.