Hyper vs Hypo... Why Do Some Children React So Differently to the Same Sensory Input?

If you work with children with SEND, you’ve almost certainly come across the terms hypo and hyper. They’re everywhere—in behaviour reports, sensory profiles, training materials, and staff room conversations. But what do they really mean? And more importantly—how do they help us support the children in front of us?

Let’s break it down...

The Basics: What Do These Prefixes Mean?

The terms come from Greek origins:

Hypo means below normal, under, or less than.

Hyper means above normal, excessive, or more than.

They’re used in a wide range of contexts, including medical and educational language. For example:

Hyperactive – unusually high levels of activity

Hypothermia – body temperature below normal

Hypersensitive – heightened sensitivity to stimuli

Hyposensitive – under-responsive to sensory input

Hyperventilate – rapid breathing

Hypodermic – beneath the skin

In SEND, particularly when supporting children with autism or sensory processing differences, these terms are often used to describe how a child responds to the world around them.

So What Does It Look Like in the Classroom?

A child who is hypersensitive to sound may flinch at the scrape of a chair or cover their ears during assembly. A child who is hyposensitive to movement may constantly fidget, seek out pressure, or seem “under-responsive” in physical activities.

The key is not to label—but to observe. What are they reacting to? What helps them regulate? What makes them feel safe?

“Very educational. I have learnt a lot even from a short introduction course. The way it was delivered and the knowledge that was shown was great from Kate. I kept thinking of different children that I work with and how they show hypersensitivity as well as hyposensitivity.”

Rachel Parker, Saint George’s C of E School

That insight—that realisation of what you’re actually seeing—is the foundation for better support.

Helping Children Overcome the Challenges

Children who are hypo- or hyper-sensitive aren’t choosing to react the way they do—it’s their nervous system responding to input. Once we understand what’s happening, we can adapt the environment, our communication, and our expectations to support them.

A few practical strategies include:

For hypersensitive children:

Use calm lighting and reduce visual clutter

Offer noise-reducing headphones or a quiet zone

Pre-warn about loud activities or transitions

For hyposensitive children:

Build in movement breaks and sensory input opportunities

Offer fidget tools or weighted resources

Use visual cues and check for understanding

The goal isn’t to “fix” the child—it’s to create an environment where their nervous system can settle and they can access learning on their terms.

Want to Go Deeper?

If this has sparked ideas or questions, our Sensory Processing course—led by Kate—is available on demand and offers 8 practical, classroom-ready resources you can start using straight away.

It’s ideal for teachers, TAs, SENCOs, or anyone wanting to move from awareness to action when it comes to sensory needs.

Get Sensory Support On Demand