Sensory Seeking vs Sensory Avoiding: What’s the Difference?

Children experience sensory information in different ways. One child might cover their ears when a hand dryer starts, while another seems to love loud noises. One child may avoid swings and climbing equipment, while another appears to be constantly running, jumping and crashing into things.

These differences are sometimes described as sensory seeking and sensory avoiding behaviours.

Understanding the difference can help parents make sense of why their child responds strongly to certain activities, environments or sensations.

Importantly, sensory processing isn't always as simple as a child being either a “sensory seeker” or a “sensory avoider”. A child may seek some types of sensory input while being very sensitive to others.

At Grow & Tell, our paediatric occupational therapists support children and families to understand how sensory processing may be affecting participation in everyday activities.

If you're new to sensory processing, you may also like to read our guide to sensory processing in children and signs your child may benefit from occupational therapy.

What Is Sensory Seeking?

Sensory seeking describes behaviours where a child appears to actively look for additional sensory experiences.

Some children seem to have a particularly strong need for movement, touch, pressure or other forms of sensory input.

For example, a child may:

• constantly run, jump or climb

• enjoy crashing into cushions or furniture

• seek strong hugs or physical pressure

• spin or swing repeatedly

• frequently touch objects or people

• chew pencils, clothing or other objects

• make lots of noise

• enjoy rough-and-tumble play

• seek messy play

• use more force than expected when playing

• find it difficult to remain seated

• appear to be constantly “on the go”.

These behaviours don't necessarily mean something is wrong.

Many children naturally enjoy movement and active play. What matters is whether the child's need for sensory input is affecting their safety, comfort, learning or ability to participate in everyday activities.

Why Do Some Children Seek Sensory Input?

Our sensory systems provide the brain with information about the body and the environment.

For some children, particular types of sensory input may help them feel more alert, organised or comfortable.

Movement is a common example.

A child may instinctively seek jumping, climbing, spinning or running because this provides vestibular and proprioceptive input.

Vestibular input comes from movement and changes in the position of the head and contributes to balance and spatial orientation.

Proprioceptive input comes from muscles and joints and provides information about body position, movement and force.

Activities such as pushing, pulling, jumping, carrying and climbing can provide significant proprioceptive input.

This can help explain why some children appear to actively seek particular physical experiences throughout their day.

What Is Sensory Avoiding?

Sensory avoiding generally describes behaviours where a child attempts to reduce or escape sensory experiences they find uncomfortable or overwhelming.

A child who is particularly sensitive to certain sensory information may notice sensations much more strongly than other children.

They may:

• cover their ears around loud noises

• avoid busy or crowded environments

• dislike particular clothing, seams or tags

• refuse certain food textures

• avoid messy play

• dislike unexpected touch

• become distressed during haircuts or hair washing

• dislike toothbrushing or nail cutting

• avoid swings or playground equipment

• become uncomfortable around strong smells

• prefer quieter environments

• become overwhelmed when many things are happening at once.

Sometimes these responses are very obvious. At other times, a child may simply begin avoiding particular activities or environments without being able to explain why.

Sensory Seeking vs Sensory Avoiding

Sensory seeking and sensory avoiding can appear to be opposites, but children's sensory responses are usually more complex than this.

A child doesn't necessarily fit neatly into one category.

For example, a child might:

• love jumping and climbing but dislike swings

• seek strong hugs but dislike light touch

• enjoy making loud noises themselves but become upset by unexpected noises

• enjoy messy play but strongly dislike particular clothing textures

• constantly seek movement but be very selective about food textures.

The same child may therefore seek sensory input in one sensory system while being sensitive to input in another.

Their responses can also change depending on the environment and how they are feeling.

A busy shopping centre may be manageable one day but overwhelming after a long day at school.

This is one reason occupational therapists consider the child's overall pattern of participation rather than focusing on a single behaviour.

Can a Child Be Both Sensory Seeking and Sensory Sensitive?

Yes.

This is actually an important point for parents to understand.

Terms such as “sensory seeking” and “sensory avoiding” can be useful for describing patterns of behaviour, but they don't define the whole child.

A child may respond differently to:

• sound

• touch

• movement

• visual information

• tastes and smells

• body-position information

• internal body signals.

They may also respond differently depending on whether they can control the sensory experience.

For example, a child might happily make loud noises while playing but become distressed when someone unexpectedly turns on a vacuum cleaner.

The sensory experience may appear similar to an adult, but predictability and control can make a significant difference to how the child experiences it.

What Can Sensory Seeking Look Like at School?

A sensory-seeking child may find ways to access additional movement or sensory input throughout the school day.

Teachers or parents might notice that the child:

• frequently leaves their seat

• rocks or moves while sitting

• touches objects around them

• chews pencils or clothing

• seeks physical play during breaks

• bumps into furniture or other children

• uses more force than expected

• enjoys carrying or moving objects

• finds long periods of sitting particularly difficult.

It's important not to automatically assume that these behaviours are caused by sensory processing.

Attention, communication, learning demands, emotional regulation, the classroom environment and other factors can also affect a child's behaviour and participation.

An occupational therapist can help explore what may be contributing to the difficulties.

What Can Sensory Sensitivity Look Like at School?

For children who are particularly sensitive to sensory information, school can sometimes be demanding.

Classrooms contain many sensory experiences at once — conversations, chairs moving, visual displays, bells, other children, transitions and constant activity.

A child may:

• cover their ears during assemblies or bells

• become overwhelmed in busy classrooms

• avoid particular playground activities

• find unexpected touch from other children difficult

• dislike art or craft activities involving certain textures

• struggle with particular uniform items

• avoid noisy bathrooms or hand dryers

• become tired or overwhelmed toward the end of the school day.

Sometimes a child may manage these demands while at school but appear exhausted or emotional once they return home.

Looking at the child's experience across the whole day can therefore provide useful information.

Sensory Seeking and Emotional Regulation

Sensory processing and emotional regulation can sometimes influence each other.

When a child is already tired, hungry, anxious or overwhelmed, they may find sensory experiences harder to manage.

Similarly, an environment containing significant sensory demands may make emotional regulation more difficult.

Some children may respond by withdrawing or avoiding the situation.

Others may increase their movement, become more active or seek particular sensory experiences.

Rather than looking only at the behaviour, it can be helpful to consider:

What was happening around the child?

What sensory information was present?

What was being expected of the child?

Were they tired, hungry or already overwhelmed?

Understanding the context can sometimes help parents and therapists identify why particular situations are difficult.

Should I Stop My Child From Sensory Seeking?

Not necessarily.

Sensory-seeking behaviours can sometimes serve an important purpose for the child.

Instead of simply trying to stop the behaviour, it can be more useful to understand why the child may be seeking that experience.

For example, if a child frequently seeks movement, an occupational therapist might explore whether opportunities for appropriate movement could be incorporated into their routine.

The goal isn't to eliminate harmless sensory preferences.

Instead, support may focus on helping the child access sensory experiences in ways that are safe, practical and compatible with participation in everyday life.

Should I Encourage My Child to Tolerate Sensory Experiences?

This also depends on the child and the activity.

Forcing a child to remain in an overwhelming sensory situation is not necessarily helpful.

At the same time, completely avoiding every uncomfortable sensory experience may not always be practical or support participation in important everyday activities.

An occupational therapist can help families consider the demands of the activity, the child's response and whether environmental adaptations, preparation, gradual skill development or other strategies may be appropriate.

The goal should be meaningful participation rather than simply teaching a child to “put up with” discomfort.

How Can Occupational Therapy Help With Sensory Seeking or Sensory Avoiding?

A paediatric occupational therapist can help explore how a child's sensory responses may be affecting their everyday life.

This may involve looking at:

• the child's sensory preferences and responses

• everyday routines

• participation at home and school

• emotional regulation

• motor skills and coordination

• attention and engagement

• environmental demands

• self-care and independence.

Depending on the child's individual needs, support might include changes to routines or environments, opportunities for appropriate movement, strategies for managing challenging sensory experiences, or helping the child recognise and communicate their own needs.

Occupational therapy should be individualised rather than applying the same sensory strategies to every child.

When Should I Consider Seeing an Occupational Therapist?

Having sensory preferences doesn't automatically mean a child needs occupational therapy.

Many sensory behaviours are a normal part of childhood and development.

It may be helpful to speak with an occupational therapist when sensory seeking or sensory sensitivity is regularly interfering with activities that are important to your child or family.

This might include difficulties with:

• getting dressed

• personal care

• mealtimes

• sleep or everyday routines

• attending school or childcare

• participating in classroom activities

• playing safely

• interacting with other children

• community outings

• managing transitions

• participating in family activities.

An occupational therapist can help explore whether sensory processing is contributing to these difficulties and whether additional support may be beneficial.

Paediatric Occupational Therapy for Sensory Processing in Sydney

Grow & Tell provides paediatric occupational therapy in Sydney for children with a range of developmental and functional needs.

Our occupational therapists can support children with sensory processing and emotional regulation, as well as fine and gross motor development, handwriting, coordination, self-care, school participation and everyday independence.

Families can access occupational therapy through our clinics in Rhodes and St Leonards/Crows Nest, with mobile services also available in selected areas of Sydney.

For families on Sydney's Lower North Shore, our St Leonards clinic provides paediatric occupational therapy for children from Crows Nest, St Leonards, North Sydney, Cammeray, Greenwich, Naremburn, Artarmon, Lane Cove and surrounding suburbs.

You can learn more about Occupational Therapy in Crows Nest and St Leonards and the areas our therapists support.

Understanding Your Child's Sensory Needs

Sensory seeking and sensory avoiding are useful ways of describing how children sometimes respond to sensory information, but they are only part of the picture.

A child may seek movement, avoid particular sounds, enjoy strong touch and dislike certain textures — all at the same time.

What matters most is understanding the individual child and whether their sensory responses are affecting the activities they want or need to participate in.

If you're concerned about your child's sensory processing, our occupational therapy team can discuss your concerns and help determine whether an assessment or other support may be appropriate.