Children and adults with ADHD often struggle with attention, movement, and self-regulation. There’s another layer that significantly impacts daily life, sensory needs in ADHD. A major 2025 research review confirmed that people with ADHD are far more likely to experience differences in how they take in and respond to sensory input. Learn more about what the research says and discover practical ways for therapists, educators, and caregivers to support children with ADHD and sensory needs.
What Are Sensory Needs?
Sensory needs refer to how much or how little sensory input a person requires to feel comfortable, calm, and focused. Some individuals are overly sensitive and easily overwhelmed by lights, sounds, or touch. Others may not register sensory input well and seek out intense movement or physical activity just to feel alert. When the brain struggles to filter, interpret, or organize sensory information, it affects everything from behavior and learning to emotional regulation.
What the Research Says About Sensory Needs in ADHD
A large 2025 systematic review analyzed 30 studies and over 5,000 participants. Researchers compared people with ADHD to those without and found clear differences in every area of sensory processing. Individuals with ADHD Were More Likely To:
Be highly sensitive to sound, touch, or light Children with ADHD often react strongly to loud noises, classroom buzz, or light touch. This is more than a preference—it can cause real distress and distract from learning or participation.
Avoid certain sensory experiences Sensory avoiding behaviors might include refusing to wear certain clothes, avoiding messy activities, or becoming upset in crowded or overstimulating environments.
Miss sensory input entirely (low registration) Some children don’t notice important sensory cues. They may appear “zoned out,” not hear their name being called, or bump into others. These behaviors can increase as they grow older.
Seek out strong sensations Many kids with ADHD crave movement and intense input. They may fidget, spin, hum, chew on objects, or engage in rough play. These behaviors can help them stay regulated, but may be seen as disruptive.
The research confirmed that children with ADHD often show a mix of sensory-seeking and sensory-avoiding behaviors, depending on the environment and type of input.
Sensory Systems Commonly Affected in ADHD
Researchers found that individuals with ADHD had more difficulty with the following sensory systems:
Auditory (hearing): Easily distracted by sounds, struggles to filter background noise, discomfort with loud or unexpected noises.
Visual: Overwhelmed by bright lights, clutter, or visual busyness; trouble focusing on visual tasks.
Vestibular (movement and balance): Constantly moving, rocking, or shifting; may struggle with balance or feel disoriented during motion.
Tactile (touch): Dislikes certain fabrics or being touched lightly; avoids messy or tactile-rich activities.
Oral (taste and smell): Picky eating, strong aversions or cravings for certain textures or flavors, frequent chewing on non-food items.
Proprioception (body position): No consistent difference was found in the research, but only a few studies examined this domain.
Even though sensory challenges are not part of the official ADHD diagnosis, they can significantly affect how a child feels, learns, and behaves throughout the day. When sensory needs are unmet, it can look like inattention, defiance, or emotional outbursts, when the real issue may be the environment itself. Understanding a child’s sensory profile helps adults provide more effective, respectful support and reduce frustration for everyone.
How to Support Sensory Needs in ADHD
For Occupational and Physical Therapists
Include sensory needs assessments in ADHD evaluations.
Educate school teams about sensory-seeking vs. hyperactivity.
Signs to Watch For: Sensory Needs in Children with ADHD
If you notice several of the following signs, consider reaching out to an occupational or physical therapist for a deeper evaluation. Early support can lead to more success at school, better emotional regulation, and improved quality of life.
Common Signs:
Covers ears, squints, or avoids noisy or busy environments
Constantly moving, fidgeting, or seeking intense physical play
Doesn’t respond to name or touch when distracted
Strong reactions to certain clothes, smells, or textures
Avoids group activities or messy materials
Chews on clothing, pencils, or objects
Struggles with balance, coordination, or gross motor tasks
What to Do:
Take note of when and where these behaviors happen
Share your observations with your team
Ask a therapist about strategies or a sensory evaluation
Understanding sensory needs in ADHD shifts the focus from managing behavior to meeting a child’s real sensory and emotional needs. When we provide the right tools, spaces, and routines, we can help children feel more focused, comfortable, and ready to learn. With teamwork between caregivers, educators, and therapists, we can create environments where every child can succeed.
Reference
Jurek, L., Duchier, A., Gauld, C., Héenault, L., Giroudon, C., Fourneret, P., Cortese, S., & Nourredine, M. (2025). Sensory processing in individuals with attention-deficit/hyperactivity disorder compared with control populations: A systematic review and meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry. Advance online publication. https://doi.org/10.1016/j.jaac.2025.02.019
