Strategies and Steps towards creating an inclusive embodiment practice
Introduction:
Hi, my name is Georgia and I’m an Undergraduate Nutrition student currently on a student placement with Body Happy Org. I was diagnosed with autism as an adult, which impacted my interoception at a young age, as I did not fully understand my body or senses.
In the previous blog, we explained how the school setting can impact embodiment and introception, for both students and teachers. We looked at how the school environment and system does not always support positive practices of embodiment, and how this can affect student and teacher wellbeing.
In this blog, I will describe positive strategies and solutions to help encourage change in how we understand neurodiversity and embodiment in schools, providing inclusive spaces to enable everyone to practice embodiment.
These strategies and solutions are not only focused on supporting neurodiverse children but also neurotypical children. This can remove the divide, and encourage everyone to practice embodiment in a way that is suitable to the individual.
For Schools:
Schools are increasingly battling widening funding gaps and having to overcome challenges related to a lack of SEND support and provision. There’s no denying that an increase in funding would benefit many schools - and this is part of a national conversation that is already taking place across the education sector.
Many of the things that would help cost money - such as quiet outdoor spaces, sensory zones and areas for regulation inside the school, equipment and activities such as gardening clubs, yoga, arts and crafts etc. Importantly, investment in SEND provision would also allow for more SEND specialists, alongside funding for visitors and more training for staff. This would widen the school's community and create a more collaborative environment for teachers to train in a way that allows staff to create collective solutions and strategies – taking into consideration teachers knowledge to create a standard of good practice and awareness towards inclusivity.
However, without increased budget, these solutions can be hard to achieve. So with this in mind I’ve shared some smaller ideas that can be still be made to support greater inclusive practice around embodiment.
Visual example of the blob tree exercise - where children colour in the person in which represents their present emotion or feeling.
Strategies:
More embedded regular movement breaks – allowing more time for students to have breaks and times for transitions
Designated quiet spaces for all students and teachers.
Curriculum adjustments – making material more condense and in manageable chunks for learning
Reduce sensory stimuli in classrooms – reducing loud patterns, noise and clutter – making the space more organised and simple.
PSHE lessons that are more focused around emotional health and wellbeing – giving students the tool to identify, explore and handle emotions – this could include resources such as the blob emotion tres, journaling and music.
Increased school awareness around neurodiversity – PSHE lessons, visitors, student neurodiversity clubs and online materials.
(1,2).
For Parents:
As important as creating an inclusive environment is at school, it is also important to implement it in your home, as a parent, guardian or caregiver.
Oloye et al (2021) found that there is a strong link between children’s regulation and their home environment. Factors such as household conditions, relationships, access to green spaces, cleanliness, geographic location and noise pollution contribute to children experiencing more dysregulation and inability to manage negative emotions (3).
However, some of these factors are out of our control. But regardless of your situation, with the support of your school you can create simple effective changes in your home.
Visual examples of different types to practice embodiment - spending time with pets, painting, music, journaling and positive affirmations.
Some ideas include:
Building your own awareness – with materials, online resources and school communication.
Interacting with your community – online or in person – connecting with other parents or guardians to access support for yourself and your child.
Engagement with schools – creating a positive teacher/parent relationship. Providing your voice to advocate to encourage support and improve embodiment practices for children’s wellbeing.
Discussing and completing activities with your child around emotional wellbeing – blob emotion trees, communication or emotion cards – to build a positive relationship and understand what support your child needs.
Encouraging your children to have the agency to express themselves and develop their self-identity – e.g. hairstyles, clothing, music or room decorations.
Provide support and understanding for how your child practices embodiment – allowing them a private and safe space to do this – journaling, stimming, singing, arts, positive affirmations, spa breaks, dancing and more.
If possible, adapt or designate a space for an embodiment – quiet spaces – with limited sensory stimulation to allow children to have a break and rest – especially before bedtime to improve their sleep.
Set a routine (if suitable) to incorporate breaks and moments for mindfulness – no-screen times, spending time outside, family time.
If within your budget, provide sensory seeking and avoidant tools – scented toys, flavoured toothpaste, comfortable clothing, noise cancelling headphones or defenders. To save money, sites like eBay, Facebook and vinted offer lower prices for these items, second hand but good condition.
(4).
References:
Pigato, G. 2024. Contributing to an inclusive education for neurodivergent students: sharing reflections, practices, and experiences. FEMS Microbiology Letters. 371.
Smythe, F. 2025. Teachers and teacher training for inclusive pedagogies in England. Mainstream and SEND schools providing their own solutions. British Journal of Special Education. 52,1. 70-80.
Oloye, H. Flouri, E. 2021. The role of the indoor home environment in children’s self-regulation. Children and Youth Services Review. 121.
Shaw, T. 2024. Engaging with parents’ voices to support children with neurodiversity, anxiety, trauma, and attachment issues: Towards more inclusive practices in schools. Support for Learning. 39, 4. 187-192.
