Supporting Sensory Needs: How Sand Helped this Student Thrive

You might be thinking to yourself, Why would an educational center write a blog post about sand? What does that even have to do with learning?

Those of us who care for and support neurodivergent students know this well: sometimes it’s the simplest tools, the ones we almost overlook, that have the greatest impact in helping a student feel regulated and ready to learn.

This story is about one of those tools. And how sand, yes, sand, turned out to be exactly what one student needed to thrive.

Why Sensory Tools Matter for Neurodivergent Learners

This summer, a student we’ve supported in the past returned to work with us for a 30-hour intensive focused on reading, writing, spelling, and math. He’s entering 6th grade, and from our previous work together, we knew we needed to be ready to adapt, shift, and change, not just the work he was being asked to complete, but our entire approach, every step of the way in order for this student to be open to the work we would ask him to complete. 

So, we got together and brainstormed what that would look like in practice.

We created a visual schedule, printed multiple versions of worksheets with varying levels of support, gathered every fidget in our center, and identified games that would target his learning goals. We stocked our toolkit with ready-to-use strategies, preferred tasks, and backup plans for when things didn’t go as expected. As we turned off the lights the night before he arrived, we felt confident we had covered all our bases.

And then—he walked in.

This student could not have cared less about tracking or ordering activities. He passed over every fidget like they were irrelevant and scoffed at the “easier” worksheets when given the option.

At the end of the first hour, we were left wondering what support would actually feel meaningful to this student.  

Then it came time for the Orton-Gillingham 3-part drill, and a sand tray.

As his fingers made contact with the sand, his entire body relaxed. For the first time that day, this kid, who had been in constant motion from wiggling and nail-biting to rocking in his chair and twirling his hair, was still.

I’ll be honest, I was shocked as I watched him eagerly dig into the sand, letting it slowly pour over his hand. I had assumed the sand would feel too babyish for him. I expected him to laugh it off or reject it entirely, as many of my older students do. I recognized in that moment how my assumptions had limited my curiosity, and how that impacted my ability to meet him where he actually was.

The Sand Tray in Action

Sand quickly became central to this student’s success during his intensive. 

Feeling overwhelmed? Let’s dig in the sand.
Tired? Let’s dig in the sand.
Needing a break? Let’s dig in the sand.
Working on phonics, spelling or math? Let’s dig in the sand.
Pushing back on a non-preferred topic? Let’s dig in the sand.

And it worked.

Benefits of Sand for Regulation, Engagement & Confidence

Calm Through Touch: Sensory Grounding

It offered the sensory input he was clearly seeking, grounding him and supporting his regulation in a way that allowed him to access tasks that might have otherwise felt too overwhelming to initiate or engage with. It supported his use of thinking time, giving him the space to access what he already knew, like recalling the spelling of a beginning blend he had just heard.

Building Connection Through Shared Sensory Experience

It also offered meaningful opportunities for connection. As we engaged with the sand in different ways, we shared what we liked or disliked about its texture or smell. Those simple exchanges opened the door to conversations about his hobbies, weekend plans, and feelings about camp, helping to strengthen our relationship and build trust.

Boosting Persistence and Self‑Confidence 

Over time, we also saw a noticeable shift in his frustration tolerance. With the regulation support the sand provided, he became less quick to shut down and more willing to stick with a task, even when it felt challenging. That shift not only helped him engage more consistently with the work—it also began to shape how he saw himself. His perspective grew more positive, and he started to show up with a little more confidence each day.

It wasn’t the visual schedule. It wasn’t the custom worksheets. It wasn’t the games or the fidgets. What this student needed was sand.

Final Thoughts: Meet Students Where They Are

This student reminded us that success isn’t always about what we plan, it’s about how we respond. When we meet students where they are, with the tools that truly support them, learning becomes possible. 

Whether you’re a parent trying to make homework time feel less overwhelming or a professional seeking new sensory supports to add to your toolbox, don’t underestimate the small stuff. Often, it’s the simplest support that makes the biggest difference in helping neurodivergent students feel regulated, confident, and ready to learn.

Want to try this at home?

Here are a few easy ways to make sand a helpful sensory support:

• Use kinetic or play sand in a small container with a lid for easy storage and access.

• Keep it nearby during homework or after a long day at school or camp to offer calming input.

• Add small tools or themed items like wooden letters or mini objects tied to your child’s interests or learning goals.

• Talk with your child about how the sand helps them focus or feel calmer. These conversations can help build self-awareness and self-acceptance around their sensory needs.