How Can Teachers Support Children and Young People with Unusual Sensory Experiences at School?

Parry, Sarah and Hughes, Rachel and Lamonby, Jasmine and Eve, Zarah (2023) How Can Teachers Support Children and Young People with Unusual Sensory Experiences at School? Youth and Policy. ISSN 0262-9798

Abstract

We can understand ‘unusual sensory experiences’ (USEs; Dodgson, et al., 2021; Mitchell, et al., 2017), such as hearing voices or seeing visions others cannot, along an ‘experiential continuum’ (Longden et al., 2012, p.30). During childhood, USEs are part of typical development for many young people, are often transient, and usually cease over time (Garralda, 2015; Waters et al., 2017). Despite the pivotal role teachers have in young people’s lives (Shelemy, et al., 2019), only one study so far has reported on evidence for a school-based intervention to reduce and prevent psychotic experiences in adolescence (Staines, et al., 2023), although further qualitative research is required. Positive student-teacher relationships are thought to have a profound impact upon young peoples’ perceptions of themselves and their relationships (Kennedy and Kennedy, 2004). In terms of mental wellbeing, teachers are approached by young people disclosing their emotional difficulties, such as anxiety and depression, more frequently than any other professional (Newlove-Delgado, et al. (2015), with teachers recognised as being a reliable ‘safe haven’ of support in times of distress (Kennedy & Kennedy, 2004, p.251; Graham, et al., 2011).