Movement, Regulation and Learning: A Neuroaffirmative Approach for Preschools and Schools

As educators, we all want children to feel safe, included and able to participate meaningfully in everyday learning experiences. However, many children experience challenges with attention, sensory processing, emotional regulation, motor skills, transitions or participation within educational settings.

Teachers, SNAs, preschool practitioners and early years educators are increasingly seeking practical strategies that support children's wellbeing and engagement without adding unnecessary demands to already busy days.

At Abil-OT, we believe that understanding the relationship between movement, regulation and participation is one of the most powerful ways to support children across preschool and school environments.

Why Regulation Matters

Regulation refers to how we manage our energy levels, emotions, attention and responses to the world around us.

Every child has unique strengths, needs and ways of engaging with their environment. Some children may seek movement throughout the day, while others may become overwhelmed by noise, busy classrooms or unexpected changes. Some may find transitions challenging, while others require movement opportunities to help them focus and participate.

These experiences are often linked to differences in sensory processing, motor development, communication, executive functioning and individual learning profiles.

When educators understand these differences, they are better equipped to create environments where all children can access learning in ways that work for them.

Why Movement Supports Learning

Movement is not separate from learning. In fact, movement plays an important role in many of the skills children rely on every day.

Movement can support:

• Attention and concentration

• Emotional wellbeing

• Postural control and core strength

• Motor planning and coordination

• Executive functioning skills

• Participation in classroom activities

• Confidence and independence

• Overall engagement in learning

For many children, opportunities to move throughout the day help support their ability to participate, learn and engage with others.

Rather than viewing movement as a distraction, schools and early years settings are increasingly recognising movement as an important part of creating inclusive learning environments.

Understanding Sensory Processing in Educational Settings

Sensory processing influences how children respond to everyday experiences. Within schools and preschools, this may include:

• Noise levels

• Busy classrooms

• Group activities

• Transitions

• Visual information

• Movement demands

• Playground environments

• Mealtimes

Children experience these environments differently. What feels manageable for one child may feel overwhelming for another. Understanding sensory processing helps educators identify barriers to participation and implement practical supports that benefit a wide range of learners.

Supporting Participation Rather Than Managing Behaviour

Traditional approaches often focus on changing behaviour.

A neuroaffirmative approach encourages us to ask different questions:

• What might this child be communicating?

• What environmental demands are present?

• What supports might help participation?

• How can we adapt the environment rather than expecting the child to adapt to it?

By focusing on participation, educators can better understand children's experiences and create more inclusive opportunities for learning and engagement.

Supporting Regulation in Preschools, Creches and Early Years Settings

Early childhood is a critical period for developing the foundations of participation, wellbeing and learning. Preschool and early years staff play an important role in supporting children through:

• Play based learning

• Daily routines

• Movement opportunities

• Social experiences

• Sensory exploration

Understanding regulation and sensory processing can help staff support:

• Circle time participation

• Transitions between activities

• Group learning experiences

• Mealtimes

• Outdoor play

• School readiness

• Inclusion of neurodivergent children

Small changes to routines and environments can have a meaningful impact on children's ability to participate and engage.

Building a Whole School Approach to Regulation

Supporting regulation is most effective when it becomes part of everyday practice rather than a strategy used only when difficulties arise.

A whole school approach may include:

• Consistent movement opportunities throughout the day

• Staff understanding of regulation and sensory processing

• Predictable routines and transitions

• Inclusive classroom environments

• Collaborative working with families and professionals

• Practical strategies that can be used across year groups

When regulation is embedded into the culture of a setting, it benefits all children, not only those with identified additional needs.

Introducing Move to Regulate™

Move to Regulate™ is Abil-OT's neuroaffirmative programme designed for preschools, creches, early years settings and primary schools across Northern Ireland and the Republic of Ireland. Developed by paediatric occupational therapists, the programme helps educators understand the relationship between movement, sensory processing, regulation and participation.

The programme provides practical strategies, staff training and implementation resources that can be integrated into everyday educational practice.

Move to Regulate™ focuses on creating supportive environments where children can participate, engage and learn in ways that respect their individual needs and strengths.

What Does Move to Regulate™ Include?

Professional Development Training

Training for teachers, SNAs, preschool practitioners and early years staff covering:

• Regulation and participation

• Sensory processing

• Neuroaffirmative practice

• Inclusive classroom strategies

• Practical movement opportunities

• Supporting diverse learners

Resource Toolkit

Schools and settings receive practical resources that can be embedded into everyday routines.

Consultation and Coaching

Follow up support helps educators implement strategies in ways that are meaningful and sustainable within their setting.

Whole School or Whole Setting Development

Support is available for schools and early years providers wishing to develop a consistent approach across classrooms, groups or the wider organisation.

Frequently Asked Questions

What is a neuroaffirmative approach?

A neuroaffirmative approach recognises and respects neurological differences as part of natural human diversity. Rather than trying to change who children are, the focus is on understanding individual needs, reducing barriers and supporting meaningful participation.

Is Move to Regulate™ suitable for autistic children?

Yes. The programme is designed to support a wide range of learners, including autistic children, ADHDers and children with sensory processing differences. The focus is on creating inclusive environments that support participation for all children.

Is the programme suitable for mainstream schools?

Absolutely. Move to Regulate™ can be implemented within mainstream classrooms, special schools, autism classes, SEN units and alternative educational settings.

Can preschools and creches access the programme?

Yes. The programme has been designed for both early years and school aged children, with strategies tailored to the developmental needs of each setting.

Does Move to Regulate™ replace sensory circuits?

No. Some schools may choose to continue using sensory circuits alongside the programme. Move to Regulate™ provides a broader framework that considers participation, regulation and inclusion throughout the entire day.

Do you provide training across Ireland?

Yes. Abil-OT provides training, consultation and occupational therapy support for schools, preschools and early years settings across Northern Ireland and the Republic of Ireland.

Can training be delivered online?

Yes. Depending on the needs of the setting, training can be delivered in person or online.

Learn More

Abil-OT provides occupational therapy consultation, teacher and SNA training, sensory processing support, preschool consultation and whole school participation programmes across Ireland.

If you would like to learn more about Move to Regulate™ or discuss how the programme could support your setting, please contact our team.