Sensory & Participation

Regulation, Participation and Learning Environments in Schools

When children can orient themselves in their bodies, activities, and surroundings, participation becomes possible.

We work at the intersection of the child, relationships, and learning environments to create

- the conditions for wellbeing, learning, and meaningful participation for all children.

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How we support regulation, learning and participation

Regulation before learning

When children lose their footing in demands and pace, it is rarely about willingness — but about regulation.

We work with the body and nervous system as the foundation for calm, focus, and participation.

The environment makes the difference

The learning environment is an active co-creator of children’s wellbeing and participation.

Small adjustments in structure, zones, and sensory input can make a noticeable difference in everyday life

— for both children and adults.

Participation in practice

Teachers and educators gain simple, applicable tools to support regulation and participation

— directly in teaching and during transitions.

Our Approach in Practice

We work directly within the everyday life of the school, creating solutions that make a tangible difference in daily practice.

With the child at the centre, we create coherence between understanding, action, and the environments in which the child participates.

How do we understand participation and wellbeing?

Children do not develop in isolation.

Their ability to learn, thrive, and participate is shaped through the interaction between their body, the activities they engage in, their relationships, and the learning environments around them.

That is why we do not work only with the child.

We work with the entire developmental landscape of which the child is a part.

Our goal is not to add more initiatives, but to create solutions that genuinely work in practice.

How We Work – Sans og Samspil

Sans og Samspil

How we work

We work closely alongside everyday practice and create solutions that can be felt in real life – with the child at the centre.

Click each step to learn more

Sensory profiling & understanding

We create insight into the child’s sensory processing and regulation

Tools for everyday practice

Simple strategies that can be applied directly in daily settings

Learning environment

We adjust structure and surroundings to support the child’s ability to participate

Guidance in practice

Support for teachers and educators in real-life situations

Coherence around the child

A shared direction between school and home

Integration & follow-up

We ensure that it works — and continues to work over time

When demands exceed capacity

When demands, pace, and sensory input become too much, the child’s nervous system responds — often before the child understands why.

This may show up as:

• restlessness

• withdrawal

• reduced participation

It is rarely about willingness — but about regulation.

These patterns often emerge long before any formal diagnosis and point to a need for practice-based support to restore calm, direction, and participation in everyday life.

A holistic approach in practice

We work with three core areas that together strengthen the child’s conditions for participation:

Body & senses

We map the child’s sensory patterns and support the foundation for regulation and bodily organization.

Learning environment

We adjust the learning environment

so it actively supports calm, focus, and participation.

Small changes in structure, zones, and sensory input can make a noticeable difference in everyday life.

Capacity building

We provide teachers and educators with concrete, applicable tools to support regulation in practice.

A Practice-Based Partnership with Tangible Impact

As a partner school, you will receive:

Practical tools for classroom teaching
Concrete regulation strategies for everyday use
Interdisciplinary support addressing the child, family, and learning environment
A Sans og Samspil toolkit
A strengthened learning environment with improved conditions for wellbeing and participation

From Pilot Project to Sustainable Practice

2–3 partner schools participate in a close collaboration, where we jointly develop and test a model that can be embedded locally and sustained beyond the project period.

Project Period: 2026–2028

Integration: Embedded within the school’s existing practices

Ongoing Support: Continuous guidance and professional sparring throughout the project

Sustainability: Competencies, knowledge, and tools remain within the school after the project ends

Scalability: The model is developed with the aim of implementation across additional schools and municipalities

Long-Term Partnership: Schools retain access to professional consultation, guidance, and follow-up support even after the primary intervention phase has been completed.

From regulation to participation

The project is rooted in sensory integration, occupational therapy, and occupational science

— with an understanding of both the body and relationships as essential to the child’s development.

We work from a holistic perspective, where wellbeing and learning emerge through the interaction between:

• body and senses

• relationships

• environment

Regulation is not a goal in itself — but a prerequisite for participation.

An interdisciplinary team with a shared focus

Sensory Integration and Interaction is led by an interdisciplinary team

with experience in sensory integration, psychology, and body-based regulation.

We are united by a shared focus:

to strengthen children’s ability to participate in learning and in community.

We work together to understand the child as a whole —

and to create solutions that make sense in everyday school practice.

Ane Viuf-Herseth

Occupational therapist and specialist in sensory integration and learning environments

Ann Due Egeslund

Occupational therapist with extensive experience in sensory integration

and practice-based interventions in collaboration with schools and families

Clea Thastum

Psychologist specializing in children and young people with neurodiversity

and collaboration between school and family

Pernille S. Kjeldal

Pernille has extensive experience working with children and young people with cognitive, sensory,

and self-regulation challenges, with a special focus on sensory integration, participation, and everyday functioning.

Sofie Rønde Erving

Psychomotor therapist focusing on body, regulation,

and relationships in work with school-aged children

Mette Marie Johansen

Occupational therapist with experience working with children and young people

with cognitive and sensory challenges

Meet the team

Book a 20-minute conversation

We look at your everyday practice

and where small changes can make a real difference

Schedule a call

A holistic understanding of the human being in learning

Wellbeing and learning do not arise in one place —

but in the interaction between body, relationships, and environment.

Three dimensions of the child’s wellbeing and learning

Body

Sensation, regulation, and autonomy

The foundation for calm, attention, and participation

Community

Relationships, culture, and belonging

The context for connection, motivation, and participation

The child’s inner experiences — emotions, thoughts,

and sense of self — influence how they are able to participate

Environment

Conditions for participation and learning

The learning environment can either open or limit participation

— shaping what becomes possible for the child

Together, these three dimensions form the foundation

for wellbeing, participation, and learning.

We bring this into practice through:

• Insight into the child’s needs

• Adjustments to the learning environment

• Concrete, applicable tools for everyday practice

Explore the learning environment