Support for children with developmental characteristics and sensory sensitivities

Children may not be able to explain why they cannot go.

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In the morning, something doesn't go well

I want to go to school, but my body just can't keep up...

Even if your child feels they can't go, they may not be able to explain why.

School is not necessarily a safe place for all children.

The way the sounds resonate, the light of the fluorescent lights, the unique smell of the classroom...

For children with sensitive senses, these overlapping stimuli can make it difficult for them to concentrate and can make them feel very tired.

Add to this sudden changes in schedules, seating arrangements, and loud instructions, and you can end up feeling like "school is an unsafe place."

If this environment continues, one morning your child may start to feel this way.

"If I go to school, something bad might happen again today."

This is not laziness or selfishness, but a mental and physical reaction that tries to protect you by leaving the place.

The important thing here isThis "sensitivity" differs from person to person.
for that reason,The child himself does not know whether it is just him or whether everyone else is the same and he is the only one who is unable to do it well, and he suffers alone.There is a thing.

"Having developmental characteristics does not necessarily mean not attending school"

In particular, many children with developmental characteristics such as autism spectrum disorder or attention deficit hyperactivity disorder exhibit unique sensory perceptions and strong reactions to sounds, light, and the sense of distance from other people.

Therefore, many studies have reported that children with these developmental characteristics are more likely to skip school.

However, just because there is a high tendency does not mean that all children with developmental characteristics will become school dropouts.

In fact, a survey by the Ministry of Education, Culture, Sports, Science and Technology revealed that approximately 8% of children with or suspected of having developmental disorders are not truant from school.

Of course, the figures vary depending on the region and survey, but it is important to remember that "having developmental characteristics does not necessarily mean that a child will not be able to attend school."

What children who continue to attend school have in common

So, what do children who have developmental characteristics but continue to attend school have in common?

A survey by the Ministry of Education, Culture, Sports, Science and Technology identified the following factors as common among children who continue to attend school despite having developmental characteristics:

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• Having "people I can trust" at home or at school
• Participating in club activities and community activities outside of school
• Have your own "dreams for the future" and "things you want to try"

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In other words, Children should feel that they have a place in their school, home, and community.This is the key to helping children connect with school and society.

The key to connecting children with society is "experiences of being understood"

In order for children to connect with school and society, it is necessary to provide them with a safe environment and place to go.
And to feel like it's a "safe environment,"They need the experience of "having their feelings and problems properly understood".

For example,

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• Consideration is given to stimuli that children dislike, such as sounds, smells, and schedule changes.
• Instead of scolding, they work together to find a solution
• They pay attention not only to your weaknesses but also to your strengths.
• Instead of being told, "You're no good," they give positive words like, "Here's what you can do."

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The accumulation of these experiences fosters the feeling that "maybe I can make it here."

It would be best to start at home and then, in consultation with schools and other institutions, gradually create a safe environment for children.

Instead of "Why can't you go?", ask "What happened?"

When a child is unable to go to school, we tend to ask "why?" and look to the child for the cause.
However, as mentioned at the beginning, children often have difficulty expressing their feelings or the reasons why they cannot go.

So let's rephrase the question a little.

"What happened?"

By asking this question, you may become aware of the environment that is creating the pain and difficulties your child is experiencing.

This awareness is the starting point for supporting children with developmental characteristics or sensory sensitivities.

【references】

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■Institute for Child Development Science (2024), Survey report on the analysis of factors behind school absenteeism, a project commissioned by the Ministry of Education, Culture, Sports, Science and Technology
https://kohatsu.org/20240325research-report/

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