Special Education for Beginners | Managing Paraprofessionals, Special Education Strategies, First Year Sped Teachers, Special Ed Overwhelm, Paperwork for Special Education Teachers

How Movement Impacts Behavior: OT Insights for the Classroom

• Episode 279

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This month on the Special Education for Beginners podcast, we’ve been focused on behavior—what causes it, how to prevent escalation, and how to respond when it happens. But today, we’re flipping the script and talking about what it looks like when things are going well.

In this episode, I’m joined by Marga Grey, a pediatric occupational therapist and founder of CoordiKids, to discuss what true self-regulation looks like in the classroom and how educators can support it through movement, sensory-friendly strategies, and brain-based practices.

If you’ve ever wondered:

  • "Is wobble seating really effective?"
  • "What does regulation actually look like?"
  • "How can I build a classroom that supports ALL students—especially those with sensory needs?"

Then this episode is for you!

🧠 What You’ll Learn in This Episode:

  • What a regulated child really looks like (hint: it’s not always about being calm or quiet)
  • How movement affects focus, behavior, and learning
  • Why some trendy strategies (like exercise balls) work for some students—but not all
  • The connection between posture, rhythm, and emotional control
  • Practical ways to build a sensory-friendly classroom that meets individual needs

📘 Resources Mentioned:

  • 💻 CoordiKids Home Course 1 – FREE for listeners

    ➤ Use coupon code: homecoursepod
    A ready-to-use series of brain-based movement videos designed for students to develop self-regulation and motor skills at home or in small group instruction.

🔗 Connect with Marga and CoordiKids:

🎧 Tune in and Share!
If this episode gave you a new perspective or practical ideas to try in your own classroom, please share it with a fellow educator and leave a review on Apple Podcasts or Spotify—it helps more teachers find the show!

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Speaker 1:

Well, hi there, welcome back to Special Education for Beginners podcast. This month we have been discussing behavior, and I have a feeling that everyone from special educators to paras, to gen ed teachers to admin understands just how relevant this topic really is. I've heard from so many in education say that the needs are greater, the meltdowns are bigger and the strategies we used a few years ago aren't always cutting it anymore. And it's not because we are doing anything wrong. It's because our kids are carrying more stress, more sensory overload and more regulation challenges than ever before. I don't know the full cause of it, but after 30 years in education, it just feels heavier than it used to. So that's why I wanted to dedicate a whole month to providing you with support to get through these hard days. We've already talked about proactive behavior strategies, the role the brain plays in behavior, and we've looked at how to respond and not respond during moments of escalation. Today I want to close out the month by chatting with Marga Gray, a pediatric occupational therapist with decades of experience supporting students with developmental and sensory needs. We discuss what regulation really looks like, how movement supports the brain, how to build sensory-friendly classrooms and so much more. I promise you are going to walk away from this episode with practical tools, new insight and maybe even a few light bulb moments along the way.

Speaker 1:

Let's get to it. Hey, special educator, are you overwhelmed by the absurd amount of paperwork on your to-do list? Do you wish you had the skills to build a rock solid team with your staff? Do you find yourself scouring the internet for how to meet the needs of each student on your caseload? Well, hey there.

Speaker 1:

I'm Jennifer Hopper, an award-winning veteran special education teacher and current instructional coach, who has walked in your shoes through each of these challenges and, yes, I have the metaphorical blisters to prove it. I have cried your tears and felt your pain, and now I'm here to support you in the way I wish someone would have been there to support me. Listen in each week as my guests and I dish out practical wisdom to help you handle all the classroom curveballs that are thrown at you and learn how to laugh in spite of the chaos, to celebrate those small yet significant victories that only a special educator can understand. So are you ready? Wipe your tears and put on your superhero cape, because together we're going to learn how to survive and thrive in the ever crazy, completely overwhelming laugh so you don't cry. Profession of being a special education teacher. Well, hello, marga. I am so happy we were able to connect and that you have agreed to be a guest on the podcast to share all of your knowledge with my listeners.

Speaker 2:

Thank you so much for having me. I feel very privileged and I am talking from Australia, which is quite a distance from where you are, but it is absolutely a delight to be here and, yes, as you will see, I love connection with teachers.

Speaker 1:

Oh, that's great. Well, to kick things off, I would love for you to briefly introduce yourself and share about your role within the field of special education.

Speaker 2:

Okay, I've been in OT for many years and I was mainly working in private practices. However, I have always valued a team approach and that team will always include the child's parents and teachers, because teachers spend so much time with the children and they can see children in different scenarios which I, from when I see the kids in a clinic, I cannot see, and it's so good to see that. And even I think if you work in a school and the times that I went to a school to observe the kids, it's completely different than seeing them there from hour to hour throughout the day, and so I really value my interaction with teachers and also their feedback and their input, and I can tell you that I'm usually in awe to listen to the experience and the insights.

Speaker 1:

Yeah, teachers. Well, thank you for sharing that. Your background I've read is very incredible and I love how your work really bridges the science and practical strategies that teachers can use. So I appreciate that you are kind of in awe of us, because we are in awe of our occupational therapists and our physical therapists as well. So in the last episode that I had on behavior, I discussed what escalation looks like in the classroom, as if we didn't already know because we are experiencing it firsthand. But escalation is those moments leading up to a student becoming dysregulated their brain is in survival mode and everything just seems to be unraveling. So today I want to flip the script and talk a little bit about what it looks like when things are going well. So, in your opinion, what does a regulated child look like, especially in a classroom setting?

Speaker 2:

Yeah, I think that's important to know that, because this regulation we talk about that a lot. But what does a regulated child mean? And the regulation doesn't necessarily mean that they are calm. So you need to be regulated to be available for whatever activity is necessary, whether you're going to sleep, whether you're going to participate in sport, whether you need to learn or listen, participate in self-care tasks. If you are regulated, you will be able to do these tasks well. So a regulated child might be an excited child. They might be filled with energy if the tasks expect that, or they might be sleepy and calm if they need to go to bed or participate in a rest time.

Speaker 2:

So what I see? A regulated child is ready, focused and they pay attention to the task, even if it is to relax or if it is to participate in sport. So they will look different in different situations. We can't put all of them in a row and say these are all regulated kids. It depends on the task. So in the classroom, a regulated child will be able to focus on the task, listen to instructions, follow them correctly and complete the task within the given time, and I think teachers will love that.

Speaker 1:

Yeah, that is a very well-rounded view of what regulation looks like, and I love how you made it clear that it's really not a one-size-fits-all thing. A regulated child doesn't necessarily mean a quiet child. It's just a child who is ready for what's going to happen. I think that's a very great explanation how you worded that. So to shift that in regulated it's really important, especially for teachers who might expect all kids to focus in the same way, and it makes me think about some of the tools and some of the strategies that we see being used in classrooms that help kids reach that state of regulation, like wobble stools, wiggle cushions or those big exercise balls. I know that special education teachers especially have a lot of resources at their fingertips and they try to implement different things to get their students regulated. But that leads me to a question that I'm kind of curious about. In your opinion, is sitting on a large ball a good strategy for the classroom, or is it just kind of support?

Speaker 2:

Is that support not always effective? Yeah, that's a good question. There are many classrooms that accommodate so many different strategies to support children and to focus that opportunity for movement, which is great for some children. But I appreciate the effort and the accommodation by the school and the teachers, and especially exercise balls. I mean, if they're not sitting on the ball that can be really boisterous and it can be quite a thing to handle in a classroom, in a group. But the thing is that all children won't be able to focus better when they're sitting on a ball.

Speaker 2:

I've seen kids really focused really well sitting on a ball, having the opportunity to move their pelvis a little bit, and that helps them to maintain the posture. But some of them rather need a weighted lap pad or a weighted toy on their lap or on their shoulders and that helps them to sit still. And some others I've seen that have really weak core muscles and if you have weak core muscles you cannot sit upright. So they might just find it physically too difficult. But others regulate when they use fidget toys or chewable toys or noise-canceling headphones. So the crucial point here is to identify those individual needs and cater to them individually, which doesn't make the teacher's work easier. But once you have catered, your work will be easier. A simple sensory checklist or an assessment will identify these needs. Yeah, I can see that that makes a lot of sense.

Speaker 1:

So just because something looks like it's a good idea doesn't mean it's going to be effective for every student. Identify these needs yeah, I can see that that makes a lot of sense. So just because something looks like it's a good idea doesn't mean it's going to be effective for every student. I remember when those big exercise balls came when they were first introduced into classrooms and everyone wanted it because it was like the trendy solution for students to get that movement they needed. But a lot of teachers pretty quickly realized that they weren't the magic that they thought they were going to be. Some students became even more distracted by the ball. So I'd like that outlook of kind of giving an assessment to see which type of strategy a student would benefit from most. So if a ball isn't for everyone, how exactly does movement because you said moving is important how does movement connect with the child's ability to regulate their emotions and their behavior?

Speaker 2:

Yes, there are a lot of studies done on the importance of movement. So, first of all, as I have said previously, the strengthening of the core muscles and the posture impact definitely on the ability to sit still. So that's just a physical body thing. Furthermore, physical activity or movement stimulates different areas of the brain, including the midbrain, and that improves attention and the ability to sit still. That improves attention and the ability to sit still. So exercise strengthens the self-regulationatory capacity and also improve emotional control, stress management. And also it acts like a willpower muscle, so that inhibitory control to say, oh, I'm going to wait before I jump into something. And that is regular exercises over two months.

Speaker 2:

So we will look at these very lively kids and say, but my goodness, they are getting all the exercise that you want and they've been outside for 20 minutes and when they come in they can still not regulate. So exercises that depends on what exercises you do. So there are physical activity, just general physical activity, that research has indicated that enhances brain-based regulation. Then they have done studies on aerobic exercise and that reduces stress. That reduces stress, promoting stress regulation and anxiety reduction. And then there were studies done by sports psychologists that support that self-control are enhanced with regular exercises and also enhances executive functioning exercises and also enhances executive functioning. So movement with distinct qualities can also enhance specific emotions. For example, I think we all know that fluid, easy movements can create a little bit of happiness, whereas you use a rigid, angry movements when you're angry or it can actually enhance your anger. So in general, movement can really impact the self-regulation it's so interesting how it's all tied together.

Speaker 1:

I think a lot of educators assume that movement is only helpful during breaks or recess, but what you are saying is that movement during learning, when it's done purposefully, can actually enhance regulation and learning instead of distract from it.

Speaker 2:

Yeah, absolutely so. Once again, we need to look at the individual differences and we should take that into account. Okay, but the general guidelines regarding activities that can improve attention and, consequently, regulation in most people are, first of all, what we call vestibular proprioceptive sense, and we need to give that input and that is registered, the vestibular in your inner ear, so that has a lot to do with your balance, and the proprioceptive sense is in your muscles and your joints. So we need to do the heavy work activities and that will improve regulation and the ability to focus, and these movements include whole body movements as well as head movements, so you can move your arms and your legs, but if your head doesn't move, that means your vestibular system isn't triggered.

Speaker 2:

The other thing is that random, unarrhythmical moves accompanied by loud music might be a lot of fun, but it will dysregulate many people. So they might be excited, they might be tired, but we need to remember that the kids with attention problems and the kids with sensory processing problems are those that can be very excited, but they cannot calm down again, whereas the average, typical child will be able to be very excited, walk back to the desk and continue with work, but we need the slow, rhythmical movements and that includes both sides of the body. That will help regulate the kids that have difficulty with regulation. Crossing that midline yeah, crossing the midline, using the two sides of the body in a coordinated way, and walking is an excellent example. So the Kaori Kids exercises for brain breaks is a five-minute movement break which includes all of these exercises and that enhances attention. But just walking around the sport area from classroom to classroom, that in itself can be regulating yeah it's.

Speaker 1:

it's encouraging to know that it doesn't have to be some big, elaborate activity. It can be as simple as a five-minute walk around the school or, you know, following a short structured video during transition. So it so it doesn't have to be some big thing that teachers have to plan, and that kind of ties directly into the big conversation happening in schools right now around movement breaks, and I hear teachers say all the time that we are already taking breaks but the kids are still dysregulated. So let's clarify that just a little bit how important is movement to the breaks that we build into the day?

Speaker 2:

Oh, it's absolutely very important. There are so many studies that indicate that. And first of all, physical health benefits. You know it includes movement, it includes being fit, it includes using our bodies and movement breaks are essential for children and for adults. Don't forget that we as adults I don't think teachers ever think about that. I think they would like to take a seat for a while, but if you work on a computer all day, you definitely need a movement break at regular times. On a computer all day, you definitely need a movement break at regular times and that will enable studying, listening, focusing while the bodies are stationary, and that improves attention and participation. And regulation.

Speaker 1:

Yeah, I can totally understand what you're saying, because I have been out of the classroom for this is my fourth year now and I do more computer work and more desk work and I have to force myself sometimes to get up and go take that break just so I can come back and focus better, because I'll start, you know, clicking from tab to tab and I'm not being productive. It's because I'm dysregulated. I have to get up and go take a walk or go get a drink or do some type of movement so that I can come back and focus better. So that's, I love that. You said that it's for the teachers as well.

Speaker 2:

Yeah, thank you. Yes, that is good yeah.

Speaker 1:

So it's not just giving the students time away from the task. It's about their brains and what their brains need for them to come back stronger. So when we skip over that, when we pay for it. When we skip over that, we pay for it later with behavior problems and attention problems. So let's shift a little bit into the classroom environment as a whole, because once we start talking about regulation and sensory needs, we have to talk about the space that the kids are in every day, and so I'd love to hear your take on what does a sensory-friendly classroom actually look like? Because I know for some teachers they have a sensory classroom where they take their kids to a different place, but most teachers are having to do those sensory things in their classroom. So what does that look like?

Speaker 2:

in their classroom. So what does that look like? Yeah, in the classroom itself, I think, seating options. And then also the seating options can include sitting on a ball or a wobble cushion or whatever that is, or supported seating. Sometimes, when their core muscles are really poor, they need support when they sit, but an opportunity to change body positions. And that doesn't mean you need to leave the classroom. It means you can give them the opportunity to lie on the floor while they work or while they listen, to stand at a desk, to sit on a pole, to go for a walk.

Speaker 2:

And I have this beautiful example of a teacher that told me when they heard that the walking is so good, and especially proprioception, which includes heavy muscle work, they made a box for the school and the box was fairly heavy but just as a good weight for kids to carry, to carry.

Speaker 2:

And when they and you talked about dysregulated children, when they saw the signs of dysregulation building in a child, they would ask the child to take the box to another classroom and then that teacher will send the box back again to you know when one of the kids in her class has the same need.

Speaker 2:

And that was so beautiful because it didn't put any negative attention on the child. Um asked to help the teacher but in doing that he had to carry something heavy, he had to go for a walk and he got out of the classroom and he got back again and he was regulated so that and I you know I love teachers thinking of things like that. So, and the other one was a teacher who sent a child to the admin building with an envelope to give the envelope to the admin person and when she opens the envelope, inside will be a letter to say give me a smile and send me back to my classroom, and I thought that's so precious because the child only received positive input and he has his movement break without putting any specific attention on him.

Speaker 1:

I think that's a really inclusive way of thinking about the classroom space. It's not about drawing attention or doing something that causes a lot of planning for the teacher. I think it's just something spontaneous that you're doing to give the kids those movement breaks that they so desperately need, and it's about creating an environment where all kids have the opportunity to learn how to calm themselves and be able to learn during the school day and throughout our talk. You've mentioned the physical disabilities, so I think too often we assume that kids who have physical disabilities don't need sensory regulation because they aren't hyperactive or they aren't autistic or on the spectrum. But they absolutely do, and I think that before we wrap up, I always love to send teachers away with something that they can use right away, and I know that you have a ton of tools and resources through your company, corda Kids, and I know that you are kind enough to offer a freebie to our listeners today, so can you tell us a little bit about your company and that offer?

Speaker 2:

Yes. So we created these exercises for kids to do at home at first and then in the classroom, and we know that parents and teachers are very busy people. So we broken down so that there's no preparation needed. You just put the video on and the child follows the video. You don't need any equipment, you don't need anything, you just do it. For the homeschool course or the home course you need an exercise ball, but for the rest you don't need anything.

Speaker 2:

So what I have today is I give you a free you know, a free access to the home course one. So that is a developmentally sequenced course. So it starts very basic exercises and it builds up. It can be done in small groups or at home. So I think what will be the best for the teachers is to trial that at school and encourage parents to do that at home as well. So the home course one is only four months. So you do the exercises, you see the kids improve, and I would say it's more for the younger children Although I have 12 to 15 year old children also using that but I do say that it's better for small classrooms. So I yes, that's the one course and you can trial that at home. The movement break course is only five minutes. They can do it in the whole school, all the classrooms, or they can purchase the home school course which is for one single parent or one single classroom, but it's also a five-minute movement break classroom, but it's also a five-minute movement break.

Speaker 1:

I think that something like this would be perfect for, like, a resource room or a self-contained classroom where you have that small group of kids, so I think that would be something very beneficial for our teachers. So I appreciate you providing that course to us and I know the coupon code that you have given is homecoursepod and I will link that in the show notes. I'll put all of the links in there, I'll put the coupon code, access code, in there, and I encourage you to check it out and to see if this is something beneficial for your kids. That's a really generous gift and I know that many of my listeners will jump on that. I'm going to start that over.

Speaker 1:

I have said Well, margaret, that is such a generous gift and I know that many of my listeners are going to jump on it. It's practical, it seems easy to implement and it's aligned with everything that we've talked about today, and I will be sure to link that in the show notes as well. Before we sign off. Where can people connect with you if they want to follow your work or learn more about Kordi Kids?

Speaker 2:

Yes, they can go to the website kordikidscom. They can also look at the Facebook LinkedIn where they can find me, or they can find Kordi Kids or both LinkedIn where they can find me, or they can find Kaori Kids or both, and then on the website they can ask questions. There's also the option to book a consultation, and there are 15-minute free consultations for anybody who wants to chat and to want to learn more, and you're most welcome to do that. As you can hear, I love to talk with people, so I'm always happy to share and to listen. Well, perfect.

Speaker 1:

Thank you so much again for joining us today. I really appreciate your heart for helping kids and for helping the adults who support the kids, so you've given us so much to think about and, more importantly, so much that we can do starting tomorrow. So, thank you, marga, thank you so much to think about and, more importantly, so much that we can do starting tomorrow.

Speaker 2:

So thank you, marga, thank you so much.