Sensory Environment Audit
Which environments a child finds hard, described by what is actually in them — noise, light, crowding, smell — rather than by any label.
Describing a difficult environment by its features — the hand dryer, the fluorescent tube, the queue — rather than by the room or by a label is what lets a school act, and sixteen such features cover most of what a child meets in a school day.
Sensory Environment Audit
Frequently asked
Does a long list here mean my child is autistic?
No. Nothing on this page indicates or rules out any condition. Sensory differences occur in children with and without any diagnosis, and a list of environments a child finds hard is exactly that and nothing more.
What adjustments usually follow from this?
The common ones are cheap and immediate: ear defenders or a seat away from a speaker, leaving a lesson two minutes early to avoid a corridor crush, eating somewhere quieter, a uniform exemption for a specific fabric. Schools can make all of these without waiting for anything.
Should the child fill this in themselves?
If they can, yes — with older children their own list is more accurate than an adult's guess, and being asked is itself useful. For younger children, observation is the only option, and it is worth noting when you are inferring rather than reporting.
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