“Pay attention!”…. “Stop moving around!”…. “Sit down and be still”…. Has your child been told this before? In class, at the dinner table, they hear it all the time. But what is attention? And why do some children need to move so much more than others?

It all starts with the ear. Not just the listening component of the ear, but deep inside the ear in an area known as the vestibular system. Vestibular means equilibrium. The vestibular system is a “sensory system”. Unlike the senses we are all familiar with such as touch, sound, taste, smell, and sight, the vestibular system is an “inner sense”. We get information from our vestibular system about where we are in space, whether we are upright or lying down. Information is also sent from the vestibular area of the ear to the brain. When messages are sent to the brain from the vestibular system, the brain is alert and can pay attention. What activates that vestibular system to send those messages? MOVEMENT! Movement yields learning, hence all of the children’s gyms and playgrounds on every corner.

When a child’s brain is not accurately receiving messages from his or her vestibular system, the brain becomes thirsty for more information. This part of the brain (known as the brain stem) takes precedence over all other parts of the brain and therefore it asks the body for more movement. The more the child moves the more satisfied that brain stem is and the more a child can focus and sit still. Unfortunately, though, children are told to sit still. There are children all over our classrooms with thirsty brain stems. These children are being reprimanded for moving too much but really they are doing what their bodies need in order to learn. If they could just find a way to get the movement their brains need without distracting the other children, their learning would be so much smoother and efficient.

The brain is like a computer. Taking in information, processing the information, offering a response. Just like computers, not all brains are built the same. Some can take in a lot of information at one time, process it quickly, and give an adequate response. Others allow in only small amounts of information at a time and process that information before allowing in more. Still others take in information but don’t know how to screen out the unnecessary parts or how to take in the important parts in order to have an adequate response. This is called poor sensory processing and can have an affect on not only the vestibular system but also the other systems such as touch, sound, sight, taste, and smell.

Imagine a world where your clothing feels like a ton of bricks. Another child brushing up against you feels invasive. The fire drill is painful and frightening. Too many pictures on the walls and hanging from the ceiling are terribly overwhelming. The yogurt from your lunchbox makes you gag even though you like the flavor. Of course your brain is asking you for more and more movement. This is a day in the life of a child with a sensory processing disorder.

When children with sensory processing difficulties are diagnosed and properly treated, they feel more grounded and can better interact with their environment. Their self-esteem improves. They can better focus in the classroom. They can save their physical energy for the learning we know they are capable of rather than screening out sensory input and working so hard to sit still. There is hope. There is an answer. Incredible and positive changes can be seen through many options such as therapy, home programs and school exercises. Having an evaluation and determining the proper course of action can help your child achieve his or her potential and live a rewarding life.

Robyn Colley, OTR/L, is an Occupational Therapist with 10 years experience working with children with special needs. She graduated from the Occupational Therapy program at the University of Florida. Robyn currently works in private practice evaluating, treating, and doing home and school consultations for children with Sensory Processing Disorders.