Arousal and Participation: What’s the Connection? 

Each day, our brains organize incoming information, sensations, and more so that we can participate in and perform meaningful activities in different environments. For children to successfully engage in these activities, they must feel safe and regulated. This blog aims to explore the different arousal levels, discuss the implications of mismatched arousal levels within different environments, and suggest sensory strategies to increase engagement for your children.  

Levels of Arousal 

While we are not always aware we are doing it, we are constantly taking in the sights, sounds, smells, and other sensations around us into our brains and assessing them for importance. Ideally, we do this while making fast, accurate judgments to prepare the system for action while attempting to keep ourselves in a state of homeostasis, or balance. Our brain’s ability to handle sensory input, as well as its efficiency in doing this, and our thresholds, impact overall arousal level.  

There are three distinct levels of arousal: high arousal, functional state of arousal, and low arousal. A child in a high state of arousal may be constantly on the move, while a child in a low state of arousal may be slower to get going and appear fatigued. When in a functional state of arousal, a child’s brain and body are ready to learn, play, and engage to the best of their ability – this is where new skill acquisition occurs. 

How we receive, process, and organize information from our bodies and surroundings affects our reactions in different situations. This is why the proper amount of sensory input that creates a functional state of arousal is crucial for maintaining attention, focus, organized behavior, and emotional well-being during everyday tasks and activities. Applying strategies to appropriately change sensory input is crucial for a child to become or stay regulated.  

The Implications of Arousal on Engagement 

It’s normal and expected to go through different states of arousal based on environmental demands. For example, a rainy, lazy Sunday watching movies on the couch calls for a low state of arousal – this lower arousal state is considered ‘functional’ for this environment. If your child were running around the couch for the whole movie, not only would it be distracting for those around, but it also wouldn’t allow the child to process and enjoy the movie; this would be a mismatched state of arousal. When a child is running around on the playground at recess, it calls for a higher state of arousal and energy level. However, that child is then expected to transition from recess and back into the classroom to learn. If they are unable to shift from that higher state into that more functional state, they may struggle to sit, attend, and learn.  

When our bodies feel good, we can participate better in day-to-day activities. Sometimes, our arousal does not match the expectation. In these moments, it may be hard to organize our body efficiently. Using sensory strategies, we can explore how to shift our arousal for better outcomes. During your child’s occupational and speech therapy sessions, you may see your therapists engaging in sensory activities before starting the hard work. This is important to get your child to the optimal level of arousal so they can engage to their best level. This is based on the pyramid of learning, which shows that to participate in an experience our basic needs must be met. 

Sensory Strategies for Optimal Arousal Levels 

Our sensory systems work together to regulate our minds and bodies at each moment of the day. It is this process that helps inform our state of arousal. Each child has a unique sensory system that can sometimes be over or under reactive to sensory stimulation. When overreactive to sensory stimulation, a child may be distressed by different textures or touch, sensitive to loud noises, or fearful of movements on the playground. When under reactive to sensory stimulation, a child may not notice food on their face or appear oblivious to pain. In these instances, a child may seek out sensory experiences such as twirling, falling, or crashing into objects to help their body feel regulated. 

Let’s use the example of sitting on the carpet during circle time in the classroom. When we sit for circle time, we must know where our body is in space, screen out other incoming information (kids moving around them, etc.), and listen to the teacher. A child must integrate their sensory and motor systems to participate effectively in this activity. A seemingly easy task can be challenging for children with sensory or arousal difficulties. To engage in this activity, they may need sensory strategies such as a tape square to mark their seated area, a bean bag chair or rocker to support extra movement, deep pressure touch, or chewy’s to help them stay engaged in the task. Without these, we may see different behaviors to show they are having a hard time participating in the task. Here are some more sensory strategies to try when your child’s arousal level does not match the situation: 

Deep Pressure Touch: This refers to firm tactile (touch) input and pressure to the skin. This input can help calm the nervous system and override uncomfortable touch sensations. 

• Hugs, snuggling, swaddling 

• Lying under pillows or heavy blankets 

• Massage 

• Joint compressions 

• Spandex or Under Armour clothing 

• Warm baths 

Heavy Work: Also known as proprioceptive input, heavy work is calming, organizing, and provides a sense of body awareness. 

• Carrying/pushing weighted objects 

• Animal walks/crawling 

• Putty and Legos 

• Movement activities such as climbing, jumping, hanging, swimming, and yoga 

Oral Motor Input: Oral motor activities can help children stay focused and calm. 

• Chewy and crunchy snacks 

• Chewlery 

• Whistles and bubble-blowing 

• Electric toothbrushes and vibrating toys 

Vestibular Input: Our sense of balance and movement, vestibular input can be grounding for children, allowing them to further participate in day-to-day activities. 

• Swinging 

• Sliding 

• Spinning and hanging upside down 

• Bouncing 

Rhythm: Adding rhythm into your child’s routine can support attention, regulation, and executive functioning skills. 

• Predictable routines 

• Slow rocking 

• Skipping, galloping, or hopping 

• Music: nursery rhymes, singing, clapping, rhyme books, and drumming 

It’s important to notice how your child reacts to these different activities. Does it bring their arousal up, or down, or get them to that state of arousal where they can engage in different activities? What works for one child may not work for another. Check out PROPS for more sensory activities!   

Learning Language and Arousal  

From a language perspective, kids benefit from identifying their states of arousal during moments of sensory exploration. A child’s state of arousal is directly related to language. New skills are learned when in a functional state of arousal, including language skills. Children benefit from sensory exploration to self-determine what makes their body feel “ready to learn” (functional state of arousal) so that they can advocate for support in moments where they may be in high or low arousal. For example, a child who knows that a fidget helps them achieve a functional state of arousal can advocate for one while in a speech session. Speech therapists can support children in self-advocacy by producing these supports, incorporating them into treatment, and advocating for them across settings.  

Conclusion 

Before placing demands on a child or expecting them to participate in something new, we must make sure their sensory and motor needs have been met. In the long run, this will increase engagement and their comfort in participating in challenging or new activities. Remember, each child is different, and it may take some trial and error before finding the right sensory activities for them. 

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