Use a STAR analysis to identify any underlying needs in your child’s behaviour - Parenting Limerick

MANY parents will recognise the moment when their child covers their ears in a noisy shop, refuses certain clothes, or seems unable to sit still. These moments can be worrying or frustrating, particularly when it’s hard to understand what’s driving the behaviour. Often, though, these reactions are linked to how a child processes sensory information.
Sensory processing is simply the way the brain makes sense of what is happening around and inside us. Along with the well-known senses such as sight, sound and touch, children also rely on internal systems that help with balance, movement and body awareness. When these systems are working differently, everyday experiences can feel overwhelming or, at times, not stimulating enough.
Some children are particularly sensitive to sensory input. They may find bright lights, loud noises or certain food textures difficult to tolerate. Other children seem to need more sensory input and are constantly moving, touching or seeking activity.
Many children move between these two patterns depending on the situation, their energy levels, or how their day has been going.

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Sensory needs are closely connected to emotions and behaviour. When a child becomes upset or dysregulated, it is rarely “out of the blue”.
More often, something in their environment or in their body has become too much. When parents begin to look at behaviour as a form of communication, it can change how these moments feel. Instead of asking, “How do I stop this?”, it can help to ask, “What might my child be struggling with right now?”
There are lots of practical ways parents can support sensory regulation at home. Activities that involve pushing, pulling or carrying can be especially helpful in helping children feel more settled. This might include carrying shopping bags, helping with gardening, doing animal walks, or moving toys or books. Regular movement, outdoor play and chances to burn off energy can also make a big difference to mood and attention.
Routine and predictability are just as important. Clear daily structures help children know what to expect and reduce anxiety. Small changes, such as lowering background noise, limiting clutter, or creating a quiet space where a child can take a break, can help prevent overwhelm before it builds.
Parents also play a key role in helping children manage big emotions. Children learn how to regulate themselves by watching the adults around them. Staying calm, getting down to your child’s level, using simple language and naming feelings can help a child feel understood and supported in difficult moments.
Finally, it’s worth remembering that supporting a child’s sensory needs can be tiring. Parents need care and support too. Looking after your own wellbeing is not selfish — it helps you stay regulated and better able to support your child.
With patience, understanding and a few practical adjustments, families can create environments where children feel calmer, safer and more confident in everyday life.
The Primary Care Child and Family Psychology Service are running a free online parenting webinar, Supporting Children’s Sensory Needs, on Tuesday, February 10 from 10am to 12 noon
This workshop is suitable for parents who want to support their child’s sensory needs.

This article was written by Claire Bennett, psychology assistant with the HSE Primary Care Child and Family Service, Limerick. This service is a member of Parenting Limerick, a network of parenting and family support services across Limerick city and county.

In order to identify the underlying need in your child’s behaviour, a STAR analysis may be helpful.

Setting: Notice where and when the behaviour happens. Is the environment noisy, busy, bright, or tiring for your child? Sensory overload is more likely in demanding settings.

Trigger: Identify what happened just before the behaviour. This might be a loud sound, a transition, a demand, or sensory discomfort such as clothing or hunger.

Action: Describe what you see without judgement (eg shouting, withdrawing, running away). This is your child’s communication, not misbehaviour.

Response: Reflect on how adults react and how this affects your child. Consider whether a calmer response, sensory break, or environmental change could better meet the underlying sensory need.