Skip to Main Content
 

Global Search Box

 
 
 

ETD Abstract Container

Abstract Header

The Highly Sensitive Student: The Relationship between Sensory Processing Sensitivity and Academic and Behavioral Outcomes

DiBerardino, Linnea Jean
http://orcid.org/0009-0009-5823-8621
http://rave.ohiolink.edu/etdc/view?acc_num=findlay1690374619767176

Abstract Details

2024, Doctor of Education (Ed.D.), University of Findlay, Education.
At least one of five children have the personality trait Sensory Processing Sensitivity (SPS) (Aron, 2002). Students with SPS, otherwise known as highly sensitive children (HSC) process information deeply, are easily overstimulated, have high levels of empathy accompanied by emotional reactivity, and are sensitive to subtle stimuli in their environment. The trait can have positive implications with a supportive home environment but under stress, the negative aspects can become prominent, leading to poor educational outcomes (Greven et al, 2020; Boterberg & Warreyn, 2016). Children with SPS may need extra support for emotional and behavioral issues or comorbidities of SPS and another issue. This study sought to understand how the trait presents in children at school. More specifically, how the presence of the SPS trait would impact academic performance and behavior. This mixed-methods study used an explanatory sequential design to look at patterns and themes within the data. Statistically, there were no correlations between the high sensitivity students and math scores, reading scores, or any behavioral measure. However, the percentage of at-risk/clinically significant scores for behavioral measures was noticeably different for HSC in several areas indicating that with a larger sample, a statistical difference may be noted. Thematically, teachers reported that students with the trait had either excellent grades or really struggled in academics. Behaviorally, students hid their struggles, had issues with overwhelm, and showed signs of anxiety. Despite a lack of specific knowledge of the trait, teachers had extensive background information in each student and were able to develop supportive classroom strategies to assist children with high sensitivity.
Kara Parker (Committee Chair)
Amanda Ochsner (Committee Member)
Jon Brasfield (Committee Member)
Education; Educational Psychology
sensory processing sensitivity, high sensitivity, academic performance, special education, school psychology

Recommended Citations

Citations

  • DiBerardino, L. J. (2024). The Highly Sensitive Student: The Relationship between Sensory Processing Sensitivity and Academic and Behavioral Outcomes [Doctoral dissertation, University of Findlay]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1690374619767176

    APA Style (7th edition)

  • DiBerardino, Linnea. The Highly Sensitive Student: The Relationship between Sensory Processing Sensitivity and Academic and Behavioral Outcomes. 2024. University of Findlay, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=findlay1690374619767176.

    MLA Style (8th edition)

  • DiBerardino, Linnea. "The Highly Sensitive Student: The Relationship between Sensory Processing Sensitivity and Academic and Behavioral Outcomes." Doctoral dissertation, University of Findlay, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1690374619767176

    Chicago Manual of Style (17th edition)

findlay1690374619767176
330
© 2023, all rights reserved.
This open access ETD is published by University of Findlay and OhioLINK.