In this article Constellation Healthcare’s Occupational Therapy team explore how school uniforms may sometimes be challenging and provide practical advise on how to support sensory needs.

Be the detective!

For some children, getting dressed for school is simple. For others, it can be one of the most difficult parts of the morning.

Some children can tell you exactly what is bothering them: “The label is itchy,” “These socks hurt,” or “I hate the jumper.”

But not every child can work out what feels wrong. If a child has difficulty noticing or understanding sensations from their body, they may simply know that something feels uncomfortable without being able to tell you why.

You might see this as:

• crying or becoming very upset
• refusing to get dressed
• taking clothes off
• scratching themselves or others
• hitting out
• becoming distressed when a particular item of clothing is mentioned
• looking for other strong sensory experiences to block out the uncomfortable feeling

So, if your child is struggling with their school uniform, be the detective rather than assuming they are being difficult.

For some children, sensory discomfort can feel much more intense than we might imagine and may actually be physically painful for some. School inclusion is about helping every child to feel comfortable, regulated and able to participate — not conformity at all costs.

What might be causing the problem?

There are lots of different reasons why a school uniform might be difficult.

Sensory challenges

Some children are particularly sensitive to how clothing feels against their skin.

Common triggers include:

• itchy labels
• seams in socks
• scratchy polyester or acrylic jumpers
• tight or uncomfortable waistbands
• sleeves that feel restrictive
• trousers rubbing against the legs
• collars or ties around the neck
• shoes that feel uncomfortable after a summer of bare feet, sandals or Crocs

Sometimes it can be something very small that makes a big difference.

Practical challenges

Sometimes the issue isn’t how the clothes feel, but how difficult they are to manage.

Think about:

• fiddly buttons or difficult zips
• tights that are hard to pull up or down
• tights that twist around the body
• trousers without an elasticated waist
• jumpers that are difficult to pull over the head
• working out which way clothes go
• knowing where the school crest should be
• putting shoes on the correct feet

These things can be surprisingly challenging for children who have motor or coordination difficulties.

The school environment

A child who manages their clothes perfectly well at home may struggle to manage them at school.

At home, your child may have plenty of time and a calm environment to put on their coat.

At school, they may suddenly have to:

Put away lunch → find their coat → put it on → get into line → keep up with everyone else.

Finding the right coat on a row of 20 identical hooks can also be tricky — especially when every child has the same school coat!

When we add noise, time pressure, lots of other children and multiple instructions, a task that seemed easy at home can suddenly become much harder.

What can help?

1. Make the clothes more comfortable

Remove itchy labels by cutting out as many labels as possible. A stitch picker can be incredibly useful for removing labels without damaging the clothing.

Look for comfortable socks. Seam-free or seamless socks can make a huge difference for children who are sensitive to the feeling of seams.

If you can’t find seamless socks, try turning socks inside out so the seam isn’t sitting directly against your child’s toes.

The same can sometimes work with underwear.

Add a soft layer underneath

A cotton vest or soft T-shirt underneath the uniform can create a barrier between your child’s skin and scratchy or uncomfortable fabrics.

Consider a base layer

Some children find that Lycra or sports-style base layers help.

These can provide a barrier between the skin and uniform and also give some children the feeling of gentle, deep pressure, which can help them feel more regulated.

Try some deep pressure before getting dressed

For some children, a little deep pressure before getting dressed can help their body feel more organised.

This might include:

• a firm hug or “bear hug”
• care-giver giving firm pressure along their arms or legs
• pushing hands together or doing wall presses
• other activities that your child already finds calming and organising

The key is to use something your child enjoys and actively seeks out to help calm their bodies before dressing.

2. Does every part of the uniform really need to be worn?

This is an important question.

If a particular item is causing significant distress, talk to the school about whether there is a more comfortable alternative.

For example, could your child wear:

• a T-shirt instead of a collared shirt?
• a tracksuit instead of school trousers?
• softer runners instead of rigid school shoes?
• a different style of jumper?

One young person I worked with absolutely refused to wear the school jumper because they found the fabric unbearably scratchy. Despite repeated consequences and detentions, the problem didn’t change. Eventually, their family bought a very inexpensive jumper in a similar colour, removed the school crest from the original jumper and sewed it onto the new one. Problem solved!

The most supportive solution for sensory sensitive children is to remove or adapt the sensory barrier, rather than expecting a child to tolerate something that feels genuinely uncomfortable or overwhelming to their nervous system.

3. Make the clothes easier to manage

Practice when everyone is calm. If your child struggles with buttons, zips or getting jumpers on and off, practise at home when there is no rush.

Keep it short and positive.

The aim is to build confidence before they have to manage the task in a busy school environment.

Make their clothes easy to recognise

Put a few bright stitches or a small identifying mark somewhere on their coat or jumper.

This can make it much easier for them to spot their own clothes amongst a sea of identical uniforms.

Choose easier clothing where possible

Look for:

• elasticated waists
• softer fabrics
• looser or slightly larger sizes
• easier zips
• simple fastenings

Sometimes choosing a slightly different style of the same uniform item can make a huge difference.

Help with shoes

If your child finds it difficult to know which shoe goes on which foot, draw half a smiley face on the inside of each shoe. When the shoes are beside each other in the correct position, the two halves make a whole smiley face. It turns getting shoes on into a fun activity rather than another thing your child has to remember.

4. Work with the school

If your child is experiencing significant difficulty with their uniform, talk to the school.

Your child’s teacher may not realise how much effort is going into something as simple as putting on a jumper or coat.

Explain what you are seeing at home and what seems to trigger the difficulty.

An inclusive approach means looking at what the child needs in order to participate successfully.

You might ask about:

• allowing your child to remove shoes if they are uncomfortable
• support with putting on a jumper or coat
• extra time to get changed or dressed
• a quieter place to get ready
• help finding their coat
• flexibility around particular uniform items
• understanding when your child becomes distressed

If your child has an OT or other clinical team member involved, they may also be able to make specific recommendations to help school understand and support their needs.

Don’t forget the rest of the sensory system!

Clothing may not be the only thing affecting your child’s ability to cope at school.

For some children, having access to sensory supports throughout the day can make it much easier to manage everything else.

Depending on your child’s needs, this might include:

• movement breaks
• fidgets
• something safe to chew
• opportunities for quiet time
• access to a calm space
• regular opportunities to move their body

These supports can help children stay regulated so that they have more capacity to manage the demands of the school day.

Most importantly: work together with home, school and your child. Keep communication open with your child’s teacher and school team. When parents and school work together, small changes can make a huge difference.

Listen, adapt and support — because when children feel comfortable in their bodies, they have more capacity to learn, connect and enjoy school.

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Sensory differences can occur for many reasons and are not unique to autism. However, sensory experiences are commonly reported by autistic individuals and can form part of a broader developmental profile. If you would like to gain a deeper understanding of your child’s unique way of experiencing the world, learn more about our Private Autism Assessment service.