A practice‑facing synthesis of the ongoing SEN case study: how movement‑therapy supports emotional regulation, executive function, communication and motor development for learners aged 11–19, with school‑auditable measures and adaptation guidance.
Scope and purpose
This article translates the SEN case study into a usable framework for special school leaders and practitioners. It explains the mechanisms of change, provides session architecture and adaptations, and supplies low‑burden measurement tools that align with school audit requirements and IEP goals.
Mechanisms of change
Sensory‑motor regulation pathway
Proprioceptive and vestibular input helps learners organise arousal and attention. Activities that include graded pressure, balance and rhythm can downshift hyperarousal and support a calm‑alert state. This underpins the "arrive + co‑regulate" component of the session.
Executive function pathway
Cognitively loaded movement tasks (stop/go, rule switching, sequencing) rehearse inhibition, working memory and flexibility. In SEN contexts, make EF demands explicit but accessible (choice‑making, symbol sequencing, simplified rule changes).
Expressive communication and co‑regulation
Movement used for emotional mapping, mirroring and paired work creates non‑verbal channels for emotional literacy and relational connection. This is especially valuable where verbal language is limited or anxiety is high.
Delivery model and adaptations
Typical session architecture (10–25 minutes)
- Arrive + co‑regulate (2–4 min): predictable ritual, breath, proprioceptive input, body scanning.
- Therapeutic movement sequences (5–10 min): cross‑lateral patterns, balance, rhythm, graded inhibition games.
- Expressive/creative task (5–10 min): movement stories, emotion‑to‑movement mapping, mirroring/paired work, choice‑making.
- Return‑to‑learn bridge (1–3 min): cool‑down and consistent transfer cue (ready hands/eyes, posture routine).
Key adaptations for SEN settings
- Sensory modulation — music/no music, lighting, tactile options and seating choices.
- Group size — smaller groups or 1:1 for high‑need learners.
- Visual supports — sequence cards, symbol prompts and timers.
- Communication targets — embed requests, joint attention and 2–3 step instructions into tasks.
Measurement and school auditability
Primary outcomes (choose 2–4)
- Regulation — time‑to‑settle, frequency of dysregulation incidents, staff calm‑alert rating (1–5).
- Learning access — on‑task sampling, task initiation latency, participation markers.
- Communication — joint attention counts, functional requests, turn‑taking success.
- Motor — balance holds, coordination sequences, bilateral integration checklist.
Design options for evaluation
Practical designs include baseline → 6–8 week tracking or stepped roll‑outs across classes. Use routine, low‑burden measures that staff can collect without specialist equipment.
Sample measurement templates
Regulation log (per session)
Learner: ______ Date: ______
Time-to-settle after session (seconds): ____
Dysregulation incidents in next lesson (count): ____
Staff calm-alert rating (1-5): ____
Communication snapshot (5-minute window)
Joint attention moments: __
Functional requests: __
Turn-taking success (rating 1-5): __
Early case themes and qualitative artefacts
Alongside quantitative measures, collect reviewable artefacts: brief staff notes on transitions, pupil voice (symbols/choices), photographed resources (sequence charts), and short reflection logs on adaptations (sensory load, music/no music). These strengthen school audits and external reviews.
Practice implications and recommendations
- Predictability — rituals reduce anxiety and support transfer; keep structure consistent across sessions.
- Cognitive engagement — prioritise tasks that make EF demands explicit and scaffolded.
- Return‑to‑learn — a clear cool‑down and transfer cue is essential to preserve gains.
- Document adaptations — reviewers value explicit notes on sensory and communication adjustments.
References and reviewable links
- Carcelén‑Fraile et al. (2025) Systematic review & meta‑analysis: PA effects on EF and emotional regulation in NDDs (Healthcare, MDPI).
- Physical activity interventions and mental health in NDDs — systematic review & meta‑analysis (JAMA Pediatrics, 2024).
- Dance Movement Psychotherapy for children with autism — systematic review (Frontiers in Psychology, 2021).
- School‑based active breaks — systematic review (Frontiers in Public Health, 2025).
Appendix: Practical resources for SEN settings
Practical session plan (SEN, 15 minutes)
Session: SEN therapeutic movement (15 min)
Group size: 3-6 (or 1:1)
1. Arrive + co-regulate (2-3 min) — breathing, weighted hugs (if appropriate), body scan.
2. Therapeutic sequences (6-8 min) — cross-lateral patterns, graded stop/start games with visual cues.
3. Expressive task (4 min) — emotion-to-movement mapping; partner mirroring with communication target.
4. Return-to-learn (1-2 min) — calm-down cue and transfer script.
Adaptations: visual sequence cards, quiet corner option, simplified rules, tactile supports.
Observation rubric (SEN)
Learner: ______ Date: ______ Session #: ____
Regulation: Time-to-settle (s): ____ Dysregulation incidents: __
Engagement: On-task sampling %: ____ Participation marker: attempted independent step (Y/N)
Communication: Joint attention (count): ____ Functional requests: ____
Motor: Balance holds (count): ____ Coordination sequences completed: ____
Notes on adaptations used: ______________________
Practical support and next steps
For curriculum design, teacher CPD or practical resources to embed creativity across subjects, see our Education Services. Contact us to discuss tailored programmes and implementation support.