26TRA690 Sensory Strategies: Supporting Regulation in Schools (5-Part Webinar Series)

  

 

Dates:    Wednesdays - 4th, 11th, 18th 25th November & 2nd December 2026
Times:    7.00PM - 8.30PM
Venue:   ONLINE VIA ZOOM

This series of webinars will be recorded and shared with registrants the day after the live event. They will be available to view for 2 weeks after each session and will automatically delete after this period.

Target Audience: Primary & Post-Primary Educators and SNAs

Supporting children and young people begins with understanding the nervous system. This practical, five-part webinar series explores how sensory processing influences regulation, attention, participation, learning and wellbeing. Rather than viewing behaviour through a lens of compliance or motivation, educators will learn to recognise it as communication about a student's sensory and nervous system experience.

Grounded in current understanding of sensory processing and neurodiversity, this course challenges outdated approaches while providing realistic, classroom-ready strategies that can be implemented immediately. Participants will develop a deeper understanding of sensory processing, co-regulation, interoception and movement, alongside practical strategies for creating learning environments that are responsive, inclusive and supportive of regulation for all learners.

Designed for primary and post-primary teachers, special education teachers and SNAs, this series combines theory with highly practical strategies that support both neurodivergent and neurotypical students.

Series Overview

Session 1: Understanding the Sensory World
Session 2: Regulation Happens in Relationship
Session 3: Listening to the Body: Interoception and Self-Regulation
Session 4: Movement as a Tool for Regulation
Session 5: Supporting Individual Sensory Needs

By the end of this series, participants will be able to:

• Understand how sensory processing influences learning, behaviour and participation.
• Recognise differing sensory needs and how they may present in school.
• Support regulation through relationships, movement and responsive environments.
• Develop students' interoceptive awareness and body-based self-regulation skills.
• Implement practical sensory strategies within everyday school settings.
• Create neuro-affirmative classrooms that reduce barriers to participation and belonging.

Bio of Presenter: Lucy Mannion, Director of TINT Education

Lucy Mannion is a teacher, psychotherapist and founder of TINT Education (Trauma-Informed Neuroaffirmative Therapeutic Education). With qualifications in primary education, psychology and psychotherapy, and extensive experience across mainstream and special education settings, she brings an integrated understanding of education, mental health and child development to her training.

Drawing on her experience working with children, young people and educators, alongside her lived experience as an ADHDer, Lucy is passionate about helping schools better understand behaviour, relationships and learning through trauma-informed and neuroaffirmative approaches. Her training combines current research with practical, evidence-informed strategies that educators can confidently apply within everyday school practice to create more inclusive, responsive and supportive learning environments