Sensory Safe Haven

Overview

This is Lesson 6 of 10 in “The Ultimate Guide to Me”. Students design and construct a sensory safe haven that reflects their individual sensory preferences. The lesson builds toward the unit’s goal of understanding self and using choices to support wellbeing.

Learning intentions

Students will:

• WALT: Design a sensory space that meets individual needs
• WALT: Discuss sensory preferences (what helps, what feels too much)
• WALT: Construct a model using craft materials or Minecraft to show sensory inputs
• WALT: Explain how their choices support safety and comfort

Success criteria

Students can:

• I can name at least 3 sensory inputs I prefer (e.g., calm light, quiet sound, soft textures)
• I can name at least 1 sensory input that I need to avoid or reduce
• I can build a sensory safe haven model that includes my preferred inputs
• I can describe how my space helps my body feel safe

Curriculum links

• Personal and social capability: students use strategies to understand and manage emotions and strengthen wellbeing through self-regulation choices.
• Health and wellbeing focus: students identify what supports safe, healthy learning and apply strategies to suit individual needs.
• Communication: students share ideas about preferences and justify choices using simple, clear language (spoken, written, or multimodal).

Lesson structure (45 minutes)

1. 0–5 min · Dopamine Check-In (visual). Teacher shows a 4-image “sensory feelings” slide/poster (quiet/loud, soft/hard, bright/dim, still/moving) and asks “Which one helps you?” Student points, chooses, or uses a simple response card.

2. 5–10 min · Mini-lesson: What is a sensory safe haven? Teacher explains: “A safe haven is a place that helps your body feel calm and safe by controlling sensory inputs.” Teacher uses colour-coded labels (Green = helps, Yellow = sometimes, Red = doesn’t help). Student repeats 2–3 examples using low-reading prompts (icons + word cards).

3. 10–17 min · Sensory Preferences Sort (hands-on). Teacher places cut-out sensory cards around the room/table: light, sound, touch, movement, smell, temperature (some with pictures only). Student sorts cards into Green/Yellow/Red with a quick “why” using a single sentence frame:

• “My Green is ___ because ___.” (or student records a voice note / points to a completed sentence strip)

4. 17–27 min · Planning Burst: Design your space. Teacher provides a simple 2-part planning page (dyslexia-friendly):

• Box A: “My calm features” (3 squares to fill with pictures)
• Box B: “My protected features” (1–2 squares showing what gets blocked/reduced) Student chooses 3 preferred sensory inputs and 1 avoid/reduce input, then selects materials or Minecraft elements to match each.

5. 27–40 min · Build Time (high choice, short bursts). Teacher offers two build options:

• Craft model (cardboard base, foam, fabric, LED tea light effect, fidget items, labels)
• Minecraft build (quiet room/den with chosen blocks, lighting settings, décor, and a “calm corner”) Teacher uses a timer for two bursts: 27–33 min and 33–40 min. Student constructs and labels each sensory feature using picture labels and/or short words.

6. 40–45 min · Share & Reflect (evidence-based). Teacher prompts: “Show me your Green feature. Tell me how it helps.” Student gives a 20–30 second explanation using sentence starters or pointing. Teacher checks the success criteria with 2 quick questions:

• “What do you like in your safe haven?”
• “What will you reduce or avoid?”

Resources

• Sensory feeling image cards (quiet/loud, soft/hard, bright/dim, still/moving)
• Green/Yellow/Red sorting cards with pictures and optional word labels
• Sentence starter strips with icons (e.g., “My Green is ___”)
• Planning page with large boxes and minimal text
• Craft supplies: cardboard base, fabric, textured materials (felt/foam), small container for “quiet corner”, labels, scissors (if needed), glue/tape
• Optional: tea light effect (non-real candle) or battery LED strip
• Minecraft access (device + preloaded creative world) or screenshots template for planning
• Timer (visual countdown)
• Dyslexia-friendly option: voice-recording device or app for responses

Assessment

• Observation checklist during sorting and building:
• Student identifies at least 3 preferred sensory inputs
• Student identifies at least 1 avoid/reduce sensory input
• Evidence from the model:
• Labels or picture indicators match chosen sensory features
• Quick formative questions at the end:
• Student explains how at least one feature supports safety/comfort

Differentiation

• Support for dyslexia/low reading: use pictures first, word cards second; allow voice notes, pointing, or choosing from prepared options.
• Support for neurodivergence: short timed bursts, clear step-by-step visuals, predictable routine, sensory-neutral workspace setup (student can choose a “regulation object” during instructions).
• Extension for advanced understanding: add “backup plan” features (e.g., “If it gets too bright, I will…”), or include a simple cause-and-effect statement: “When ___ happens, my space helps because ___.”
• Choice-based engagement: offer both craft and Minecraft builds; let the student choose materials or Minecraft components that match their sensory plan.