Making Room for our Senses

In her book Living Sensationally, Professor Winnie Dunn literally opens our eyes to the world around us and to the many ways we experience it through our senses. 

For some of us, it may seem obvious that we thrive on colour, busy environments, and a variety of tastes and textures, whilst others prefer space, calm and precision. The most wonderful thing Dunn’s book unveils is that each way of experiencing the world is special and acceptable in its own right. Learning to live in ways that stimulate and support our senses can enrich our lives in ways we may not even have considered. 

Dunn explains: 

“The brain needs sensory information to operate. In fact, sensory information is the fuel that makes the brain work. So, to keep our brains active, we have to provide sensory input. Luckily, the world is full of sensory experiences, so it is not hard to keep sensory input flowing into the brain. The interesting thing is that each of us needs a different amount of sensory information to operate the best.” 
— Winnie Dunn, Living Sensationally, p. 18 

That last thought really caught my attention: each of us needs a different amount of sensory information to operate at our best. 

And perhaps that is why something that feels wonderful and stimulating to one person can feel completely overwhelming to another. Some of us seek out colour, noise, movement and variety, whilst others need calm, space and predictability. Neither is right or wrong — we simply experience and respond to the sensory world differently. 

If it didn’t already seem obvious, Dunn simplifies a complex system into four “types” of sensory individuals. Her book explores the sensory demands of each type and how they can be met, as well as how we might live and work alongside people with very different sensory preferences. Of course, we may not fit neatly into one particular “box”, but the book explores the experiences associated with each sense and gives us a fascinating and much wider perspective on the matter. 

Living Sensationally really is a book for anyone – whether single, in a relationship, a parent, or working in any profession. It delves into the comforts and discomforts that we may be less consciously aware of. 

For example, why do I feel so lethargic and unable to get myself going? Perhaps I haven’t awakened my senses today with a shower using fresh-smelling soap and a scratchy sponge. Perhaps I haven’t moved to music yet today. 

Or why do I feel so irritable? Is it that itchy label in my T-shirt? Is there simply too much going on in this room and I can’t hear myself think? 

All fascinating thoughts. 

However, as a therapist working with children who can become very easily overwhelmed and unable to identify, let alone express, what might be going on for them, I have found Dunn’s book particularly useful. 

As play therapists, we can have a lot of “kit” – a sand tray with all its symbols, art materials, role-play items, a dolls’ house, movement equipment, musical instruments… the list goes on. A playroom could be hugely overstimulating for a child who needs space and quiet to process. 

On the other hand, it might not have enough of what that particular child needs. Perhaps they need space to move, to roll on a peanut ball, or to bang on a big drum. 

Knowing our children is crucial to the process. 

I remember working with one little boy who often became dysregulated during our sessions. This could have been due to all manner of things, but when he became overwhelmed, he tended to throw things or want to break things in the room. 

We decided to completely strip the room back. This was not only to remove potential hazards, but also to give him the sensory space he needed without being overwhelmed by the sensory experiences the room itself was providing. 

The change was quite remarkable. 

By removing the symbols, some of the floor-based toys and the other “stuff” from the room, this little boy suddenly had space to express his huge sensory needs without also having to manage the pressure of his environment. 

He could move. He could make noise. He could explore and meet his sensory needs without having to “make room” for the room itself. 

Perhaps that is one of the most useful things we can take from thinking about our senses: the environment matters. 

Sometimes a child who appears unsettled, irritable, destructive or unable to engage may not be “misbehaving” at all. They may simply be communicating something through their behaviour that they don't yet have the words to express. And sometimes the answer isn't to add more – more toys, more activities, more stimulation – but to take something away. 

Dunn’s work reminds us to become curious about what our senses are telling us. What feels calming? What wakes us up? What overwhelms us? What helps us to feel safe and ready to connect? 

For those of us working therapeutically with children, this curiosity can be incredibly powerful. When we understand that every child experiences the world differently, we can begin to create spaces that work with them rather than against them. 

Sometimes, creating the right space for a child is simply about giving them enough room to be themselves. 

Too much or just right?

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