Ever been told your students are “just getting out of work” when they take a sensory break? Or that they “need to learn to sit still”? In today’s episode, I’m breaking down why sensory breaks aren’t luxuries or rewards, they’re essential regulation tools that help students access learning.

We’ll dig into what regulation really means, why breaks aren’t the same as time-outs, how the research backs this up, and practical ways you can weave regulation tools into your day, without needing a fancy sensory room.

By the end of this episode, you’ll walk away with the confidence to shut down those “spoiling them with breaks” comments and the strategies to set your students up for success.

✨ The true definition of regulation (and why it’s not automatic for many neurodivergent students)
✨ The critical difference between a sensory break and a time-out
✨ What the research actually says about sensory supports in the classroom
✨ Why breaks must be proactive, not just reactive
✨ How to respond when it seems like students are “avoiding work”
✨ Easy, low-prep ways to add sensory breaks to your classroom
✨ Fresh ideas for reframing “breaks” into regulation tools

Explore my visuals, schedules, and support tools for sensory regulation.

Tag me on Instagram @teachingautism to share your sensory spaces and break systems, I love seeing what you create!

👉 Tune in and let’s reframe sensory breaks for what they really are: bridges back to learning.