BOUNCE Approach®InteroceptionCPD CertifiedOn-DemandND-Affirming
Interoception in the Classroom
Understand the eighth sense and how supporting children’s body awareness builds the foundation for emotional regulation, self-understanding, and learning readiness.
Many children who struggle to regulate their emotions aren’t being difficult — they genuinely can’t feel what’s happening inside their bodies. Interoception, the eighth sense, is the internal signalling system that tells us we’re hungry, anxious, tired, or overwhelmed. When it’s underdeveloped or dysregulated, emotional awareness becomes almost impossible.
This training explores how interoception develops, why it’s frequently disrupted in neurodivergent children, and what that means for behaviour, learning, and emotional expression in the classroom. You’ll understand why asking a child “how do you feel?” often doesn’t work — and what to do instead.
Using The BOUNCE Approach®, you’ll learn practical, evidence-based strategies to build interoceptive awareness in everyday school settings — helping children develop the body-based foundations they need to regulate, connect, and learn.
Learning Objectives
Learning Objectives
Four outcomes you’ll see in your classroom within weeks of starting — not months.
1
Children start naming what their body is telling them
Pupils move from “I’m fine” and “I don’t know” to describing heartbeat, breath, tension, and energy in language that makes regulation possible. Body literacy becomes the foundation for everything else.
2
Regulation happens before escalation
With daily practice, children begin catching the fizzy, wobbly signals earlier — and reaching for a tool before the behaviour arrives. You spend less of the day de-escalating and more of it teaching.
3
Interoception becomes routine, not an intervention
The daily rotation plan and cross-curricular links mean body awareness is woven through PE, English, maths, PSHE, and transitions — not parked in a separate slot that gets dropped when the timetable tightens.
4
Every child is included — including the ones who need it most
Because this is whole-class and neurodivergent-affirming by design, no child is singled out for “the regulation group.” Every pupil builds the skill together — which levels the room and quietly supports the children who’d struggle most in a standalone intervention.
