For some children with autism or ADHD, mud, grass, water or even playground noise can be calming; for others, the same experiences can feel overwhelming. These differences can make everyday outdoor play challenging for families. Understanding sensory needs can help special parents create experiences that feel safe, enjoyable and supportive—without forcing children to tolerate what causes distress.
Dr. Himani Narula Khanna, Consultant – Developmental Pediatrics, Madhukar Rainbow Children’s Hospital, explains how children with autism and ADHD may experience sensory input differently—and what parents can do to make outdoor experiences more comfortable and inclusive, in an interview with All About Inclusive.
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Q) Why does one child love mud, water or grass while another cannot tolerate touching them? What do these opposite reactions reveal about sensory processing in autism and ADHD?
Answer) Children with autism and ADHD process that information differently when they take in sensory stimuli. For example, some may enjoy mud, grass, or water while others may try to avoid these sensations completely because of their discomfort. The main point of difference is not only in the behavior itself but also in the way the brain processes the sensory information.
Q) Is messy play more than just play? How can activities involving mud, sand, water, leaves and stones support sensory exploration and regulation—and how can parents recognise when a child is becoming overwhelmed?
Answer) Playing in a messy way is not just an enjoyable activity, but it also lets children learn about the materials and different sensations. Being able to play with sand, mud, water, stones, and leaves gives children a chance to explore the environment through their senses and helps them improve their motor skills. However, there must be caution on the part of a parent too. A parent must observe warning signs on the part of the child suggesting that he/she is experiencing sensory overload reactions, such as covering the ears, withdrawing, being more irritable than usual, or running away from the activity altogether. This way of exploration should not imply imposing anything on the child.
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Q) When a child constantly touches, smells, rubs, chews or avoids certain textures, what are they trying to tell us? Could sensory preferences and aversions be a form of communication about what the child needs?
Answer) A child may display certain behaviours such as touching, smelling, rubbing and chewing various textures as a way of expressing his or her sensory desire. The behaviours associated with the seeking of sensory input may lead to heightened awareness or organisation for some children, while avoidance might be a sign that the child is experiencing discomfort. Parents should refrain from trying to stop a child from behaving in this way and instead keep an eye on the child to find out in what situations he or she experiences these behaviours.
Q) Should we really make children “get used to” textures they dislike? How can parents introduce new sensory experiences without turning them into a source of stress or forcing compliance?
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Answer) No child should be made to suffer from the tactile experiences that cause genuine discomfort. While some kids do gain from the same sensory experience several times in a row, this should be done to make sure the introduction is gradual. The children should be in control of this process, where they can see and watch the new texture before being asked to interact with it. The role of the parent would be presenting the new experience in a way that would not scare their child.
Q) What if the playground itself is overstimulating? What should a genuinely neuro-inclusive outdoor space look like, and how can elements such as quiet corners, natural textures, movement and predictability make outdoor play more accessible?
Answer) A neuro-inclusive playground must provide not just physical access but also access to sensory elements. Some children may prefer open areas while others seek quiet places. Playgrounds must include a combination of elements such as natural textures, predictable paths, shaded areas, opportunities to climb, and quiet observation space depending on kids’ needs in terms of stimulation. Overall, children must be offered choices to engage in activities with minimum impact on their sensory systems.
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Q) Could nature provide a “third space” between therapy and school? Can unstructured time outdoors help children with autism and ADHD develop self-regulation, curiosity, independence and social skills—and what does the evidence actually tell us?
Answer) Natural experiences may yield an unexplored venue for children between school and therapy. Outdoor experiences that are unstructured may allow children to discover at their own pace, make choices, move around physically, and socially interact with others. This experience may be easier for children with autism and ADHD as far as self-regulatory skills and developing curiosity and autonomy are concerned, although research is still ongoing.
