Autistic Pupil's Self-Reported and Observed Experiences of Multi-Sensory Environments in Schools

Authors

Abstract

Multi-sensory environments (MSEs), or sensory rooms, are widely used in schools to support pupils with additional learning needs. While commonly accessed by autistic pupils, no research has directly explored their perspectives. Focussing on the impact of MSEs on wellbeing, we investigated autistic pupils’ self-reported experiences of MSE use. Thirteen autistic pupils (11–15 years) from mainstream schools participated. They completed semi-structured interviews with an autistic interviewer about their experiences, as well as a five-minute self-directed MSE session, which was video recorded. Reflexive thematic analysis of the interviews, conducted by one autistic and one non-autistic researcher, found that autistic pupils believed self-directed MSE use supported their mental wellbeing, learning, and ability to manage sensory overwhelm. Participants valued the flexibility to adapt the space according to their individual and context-dependent needs. While sensory equipment was frequently used, pupils also described engaging in a broader range of activities. Analysis of behaviours observed in the videoed session identified three themes: Turning Off and Relaxing; Sensory Seeking and Defence; and Stimming. Overall, findings suggest that autistic pupils experience MSEs as beneficial for both wellbeing and learning. The findings highlight the importance of self-directed, individualised approaches to sensory support and the value of creating autistic-informed spaces in schools.

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