“If you think something is important, you will find a way:” an exploration of the barriers and facilitators to implementing sensory diets developed in collaboration with children in a specialist setting

School-aged children (8-10 years) with social, behavioural, emotional, and well-being difficulties attending an Education Other Than At School (EOTAS) setting participated. A four-stage procedure was implemented; i. staff awareness session and follow-up questionnaire, ii. sensory circuit intervention followed by a teacher meeting, iii. implementation of a sensory diet in class including classroom observations, iv. post-intervention staff and child interviews.<br><br>Data were primarily analysed using thematic analysis.

Three interrelated factors underpin staff views about ease of implementation pre- and post-intervention: Philosophical Factors: staff beliefs and values on SBIs, individualised support, and the voice of the child; Pedagogical Considerations: curriculum alignment, embedding pupil voice in pedagogy, staff development, teacher management, adaptability and flexibility; and Pragmatic Implications: resources, time, and environment.

Children discussed views regarding their preferences for certain sensory activities, physiological changes, the context and timing, desire for autonomy, and thoughts of self-sufficiency. The implications for small group settings, schools, and educational professionals are discussed.<br><br><i>Thesis is embargoed until 31 December 2027.</i>