Primary school sensory room aims to boost student well-being

A playground for the senses. A sanctuary for self expression. A canvas for creativity. These are just some of the ways community leaders have described a new sensory room at Sir John A. Cumber Primary School that is designed to help students learn and regulate emotions.

School leaders held an official opening for the new resource on Tuesday, taking a moment to thank partners for their help creating the space — the first in the islands that caters to primary students at this scale, according to the school.

Lit by soft twinkling lights, the space has tools to meet a variety of sensory needs, including sensory swings, balance blocks, a noise machine, a smart board and more. 

Speech therapist Louise Pennington, who coordinates programs in government schools, explained that the space supports the ultimate goal of building lifelong emotional regulation skills in young people.

Learning regulation

Before cutting the ribbon, school leaders explained the ways they anticipate the sensory room will benefit students.

Kimberley Yapp-Brady, acting deputy principal and special education needs coordinator, shared a clip of one student who was struggling to sit still in a classroom. In a follow-up clip, he was calmly watching a safety presentation after utilising some of the regulation techniques.

Master of ceremony Delisa Hernandez explained, “This room represents a sanctuary, a haven where our children can find peace and solace amidst the hustle and bustle of their regular day-to-day school activity. It’s a place where they can explore, learn and grow in a way that suits their individual needs and preferences.”

Acting Principal Erica Greenidge-Daniel said there is certainly a demand for this sort of resource.

“With the passing of each year, we have noticed an increase in the number of children entering our school with additional learning needs, or special education needs and disabilities,” she said.

The space, she explained, caters to students with a variety of learning and mood disorders. This includes students who seek additional stimulation, like fidget tools, and those seeking relief from overstimulation in busy classrooms.

A 2019 study, shared by psychologist Dr. Ginelle Nelson, found sensory rooms positively impacted students’ classroom performance, increasing their readiness to engage in educational activities by 56%.

“Sensory rooms have been proven to reduce the risk of crisis situations occurring, which affect all students,” Greenidge-Daniel added. “They help children manage their emotions in effective ways.”

Lifelong benefits

Partners, including Acts of Random Kindness and Inclusion Cayman, helped make the project a reality.

Department of Education Services Director Mark Ray commended the school community for working successfully with partners and taking a step in the right direction to create more inclusive educational experiences that also support teachers.

“We’re talking about empowering our young people to understand their triggers, to understand how to regulate, to understand how their actions impact others and themselves,” he said.

Inclusion Cayman CEO Shan Harriman said the organisation hopes to work with other schools to help create similar spaces for more students. 

“What started out as a brainstorm idea and exploratory conversation amongst our team has now blossomed into a much welcomed space at the school,” she said.