Understanding and Supporting Sensory Sensitivities in Gifted Individuals

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By Nisia Patalan, SENG Board of Directors

Gifted children often exhibit more sensory sensitivity to their environment and react with heightened emotional and behavioral responses than do children of average intelligence (Gere et al., 2009).  Though these responses may lessen over time or individuals learn how to compensate for and accommodate sensory "overload", it is reasonable to say that most gifted people experience increased and ongoing sensory sensitivity throughout their lifespan. To effectively support gifted children and adults with varied sensory sensitivities, it is important to first understand the concept of sensory integration. Sensory integration refers to the processes in the brain that enable us to take information received from our senses, organize it, and respond appropriately. 

While we commonly speak of the five senses (sound, sight, taste, smell, and touch), there are actually eight senses to consider when addressing sensory processing and integration. These include the traditional five, plus proprioception, vestibular, and interoception.  Proprioception involves sensations from muscles and joints, providing information about gravity and effort. The vestibular sense relates to the perception of head movement in space, which is fundamental to balance. Interoception encompasses sensations related to the physiological or physical condition of the body, such as hunger or thirst.

When the brain's ability to process sensory information is affected negatively, it is sometimes referred to as a Sensory Processing "Disorder" (SPD).  Sensory processing disorder is not included in the current Diagnostic and Statistical Manual of Mental Disorders (DSM), recognized as an official diagnosis, or addressed in detail within this article.  Sensory processing differences may occur alongside diagnosis like Autism and ADHD, and they may be related to giftedness and heightened sensitivity to neural input. When talking about sensory sensitivity, particularly related to gifted children and adults, it is important to recognize that everyone possesses a unique sensory profile.  Furthermore, our response to sensory input may fluctuate from day to day. We may experience both hypersensitivity (over-responsiveness) and hyposensitivity (under-responsiveness) to a wide range of stimuli.

Diverse Sensory Profiles

All humans exhibit different patterns in how we process sensory information, leading to varied sensory profiles.

• Sensory Seekers tend to seek out sensory experiences across all the senses. They might frequently touch or smell objects, seek intense movement and sounds, struggle with sitting still, and be in constant motion. Conversely, they may accidentally hurt others or break items, get hurt without feeling pain, and/or appear unusually agile. They can also be under-sensitive to sensory input and might miss cues given by peers, families, or other adults (Morin).

• Sensory Avoiders tend to avoid sensory input because they experience it more intensely than the average person. Characteristics can include appearing timid, selective eating, aversion to certain clothing textures, disliking physical touch even from family, being startled and frightened by unexpected sounds and bright lights, and preferring quieter environments and avoiding crowds. They may also require extra prompting to complete tasks (Morin).

• Low Registration describes individuals whose nervous system requires a higher level of sensory input to register a sensation. They may miss or take longer to respond to sensory input than peers. People with lower registration might seem to "daydream" a lot or not be fully engaged in the environment. Examples include not noticing someone calling their name, appearing "clumsy," taking longer to follow instructions, or having difficulty with new motor skills (Champagne, T., 2008).

• Sensory Sensitivity refers to a tendency to respond more readily to sensory stimuli and have a harder time "filtering" input. 

Sensory Sensitivities and Giftedness

Gifted and high abilities kids and adults frequently exhibit heightened sensory sensitivities. They may have stronger neural responses to many types of stimuli compared to peers of average intelligence. They might hear sound faster and louder than non-gifted peers, leading them to develop avoidance behaviors to protect themselves from overstimulation. "Skeptical adults may expect gifted children to participate in activities without acknowledging their greater sensory sensitivity, potentially causing the child pain, discomfort, or exhaustion. Repeatedly being told that what they feel is not real can lead these children to mistrust their own senses" (Duncan et al.).  

Kazimierz Dabrowski's theory of Overexcitabilities (OEs) includes Sensual

Overexcitability, a heightened awareness of all senses. This encompasses sensitivity to and noticing smells, tastes, or textures of foods, sensitivity to environmental factors such as chemicals or pollution, tactile sensitivity, and a need or desire for (or rejection of) comfort.   Having sensory sensitivities or a Sensual Overexcitability can come with benefits such as awareness of the environment, empathy regarding others' emotions and expectations, high expectations for others and self, an advanced sense of justice or idealism, and sensitivity to differences between stated ideals and actual behaviors. However, challenges can arise in various situations like getting dressed and ready for school or work, social gatherings (including playgrounds), classrooms, restaurants or shopping.  While gifted individuals can be very empathetic, this may be problematic when you are, quite literally, feeling others' pain.

Understanding Individual Needs

To provide the best support to ourselves or the gifted children and adults in our lives, we should strive to be curious and understanding.  This involves careful observation and asking key questions about the environment, preferences, and sensory needs. Consider what is happening in the environment, and is it soothing or chaotic?  Ponder the difficulty of a task and whether it requires the use of multiple senses.  What body signals are people exhibiting, and what have the rest of the daily demands been like? Understanding specific sensory needs is the first step in knowing how to address and support those needs.

Strategies for Support

Supporting sensory sensitivities requires a multifaceted approach, encompassing environmental adjustments, self-regulation techniques, personal reflection, and providing physical tools to alleviate overwhelm.  Additionally, it is important for gifted individuals, who may struggle when things are out of their control, to learn to distinguish what sensory input can be controlled and which cannot.

Environmental Solutions: Modifying the environment can positively impact one's ability to process sensory information. One strategy is to limit offensive stimuli by de-cluttering the environment, including sounds, lights, etc.. Using visual schedules can provide predictability, and allowing variable seating or standing options at school, work, or home can accommodate different movement needs. It is essential to consider ALL senseswhen evaluating the environment, remembering that the goal is not to eliminate all stimuli, but to manage it appropriately. 

Regulation Strategies: Teaching and practicing self-regulation skills empowers gifted, twice exceptional, and neurotypical individuals to manage sensory input. Regulation strategies include activators and settlers (Daniels, 2024).

• Activators are designed to activate the body's sympathetic response and elicit a sensation of safety. Examples include movements like Angel Stretch, Follow the Leader, Human Push Ups, and Rhythmic Drawing. Shaking arms and legs to different counts is another strategy.  For example, shake the left arm to a count of 8, then the right arm, left leg, and right leg. Repeat the pattern to the count of 6, then 4, then 2.

• Settlers activate the body's parasympathetic response, increase sensory resilience, and foster a sense of inner calm. Examples include breathing exercises, tapping, swaying, and guided meditation. 

More specific strategies can be tailored to different sensory profiles.

• General Regulating Strategies (for Avoiders/Sensitive) might involve visual adjustments like dim lights, less visual stimuli, and muted colors. Auditory strategies include quiet environments, noise-canceling headphones, and low sound intensity. Proprioceptive/Tactile approaches involve heavy work activities, weight bearing, weighted items, and fewer light textures. Vestibular strategies include slow and rhythmical movements.

• General Alerting Strategies (for Seekers/Low Registration) could include visual input like bright lighting, high contrast, and mixed colors. Auditory strategies involve music and increased peer interaction/discussion. Proprioceptive approaches include changing body positions, quick stretching of muscles, jumping, and general movement. Vestibular input can come from slow and rhythmical movements. Tactile strategies include light touch and variable textures.

Physical Tools: There are many tangible items to support regulation and ease sensory overload. Items like a metronome or timer for breathing exercises, a heart rate monitor for body awareness, weighted blankets or vests for deep pressure, therapy bands for resistance, calm strips for tactile input, fairy lights for visual comfort, mindful coloring activities, earplugs (like Loop) for auditory filtering, and various fidgets (especially quiet ones or those designed as jewelry) can be put into a kit or a "toolbox".  Consider your sensory needs and what will work for you. Additionally, if you are supporting a child or adult with sensory sensitivities, ask them what sensory input they like and dislike and design a kit to support their unique needs. 

Moving Forward - Looking Inwards: Supporting individuals, gifted or otherwise, with sensory sensitivities requires introspection and awareness. Avoid minimizing someone's experience, particularly if it is different from your own.  Listen attentively and respond honestly, especially with seekers. Be flexible and open to considering other options if sensory sensitivity is interfering. The aim is not to control and fix sensory sensitivities, but to learn how to manage them.  As Viv Albertine noted, "It's amazing what your brain can do when all your senses are heightened".  Ultimately, embracing and supporting varied sensory sensitivities is about empowering self and others to navigate the world successfully. 

References

• Champagne, T. (2008). Sensory modulation and environment: Essential elements of occupation (3rd. Ed). Florence, MA: Champagne Conferences & Consultation.

• Daniels, E. R. (2024). The Regulated Classroom: Bottom-Up Trauma-Informed Teaching. 

• Duncan, S., Goodwin, C., Haase, J., & Wilson, S. (n.d.). Neuroscience of Giftedness: Greater Sensory Sensitivity. Gro Gifted. https://gro-gifted.org/neuroscience-of-giftedness-greater-sensory-sensitivity/ 

• Gere, D. R., Capps, S. C., Mitchell, D. W., & Grubbs, E. (2009). Sensory sensitivities of gifted children. The American Journal of Occupational Therapy, 63(3), 288–295. https://doi.org/10.5014/ajot.63.3.288 

• Gere, D. R., Capps, S. C., Mitchell, D. W., & Grubbs, E. (2009a). Sensory sensitivities of gifted children. The American Journal of Occupational Therapy, 63(3), 288–295. https://doi.org/10.5014/ajot.63.3.288 

• Houskamp, B. (2021). Sensory Issues in Gifted Kids: A Developmental Overview and Recommendations for Parenting. Davidson Institute. https://www.davidsongifted.org/gifted-blog/sensory-issues-in-gifted-kids/ 

• Kranowitz, C. S. (2005). The out-of-sync child: recognizing and coping with sensory processing disorder. Rev. and updated ed. A Skylight Press Book/A Perigee Book.

• Morin, A. (n.d.). Sensory seeking and sensory avoiding: What you need to know. Understood. https://www.understood.org/en/articles/sensory-seeking-and-sensory-avoiding-what-you-need-to-know 

• Patalan, N., & Tonozzi, W. (2025). Sensory Sensitivities. ESS Institute. 

• Sensory Processing:Children’s Community Occupational Therapy  [PowerPoint slides]. Retrieved from www.oxfordhealth.nhs.uk/wp-content/uploads/2014/05/Sensory-Processing-presentation-February-2014.pdf

Nisia Patalan is an educator living in the southwest corner of Colorado. She is in her second year on the SENG board and is thrilled to be able to give back to the gifted community through board service. She is a Gifted Education Regional Consultant for SW CO, the Director of Gifted Education for the San Juan BOCES, and owns Spark Education, a business focusing on professional development related to “all things gifted”. This article was based on a "Sensory Sensitivity" workshop co-presented with Willow Tonozzi for San Juan BOCES in January of 2025.