Page 45 - spaces4learning, Fall 2020

and retain information, and tap into their creative abilities. These benefits last well after students have stopped exercising, according to Ratey’s research.
All students need to move throughout the school day, and those with certain sensory processing chal- lenges or difficulty self-regulating need to move more frequently. We know that many students with sensory processing disorders can be overly sensitive (or hyper- sensitive) to certain stimuli in their environment. But other students may be under-responsive to stimuli
or may exhibit sensory craving. These students seek activities involving jumping, bouncing, bumping, and crashing, as well as deep touch pressure input — and research supports the idea that frequent movement might actually help them learn more effectively.
Despite clear evidence linking movement to
better learning, particularly for students who are sensory seekers, many students still don’t get enough movement during the school day. As a result of time, space, and scheduling constraints and the need to cover so much curriculum, many schools have reduced the amount of time allotted for physical education or recess — and some have eliminated these activities
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