Supporting school readiness: Why neurodiverse children need to move before they can sit

School readiness is often measured by a child's ability to sit still, follow instructions, and concentrate on structured activities. However, for neurodiverse children with sensory processing differences, these expectations can create significant barriers to learning. Charmaine Champ, a Queen's Award-winning Registered Nurse in Learning Disability, emphasises that movement is not merely a distraction but a neurological necessity for many children preparing to enter formal education. Children with sensory processing differences may need to rock, bounce, or engage in other repetitive movements to regulate their nervous systems before they can access their higher cognitive functions. This understanding challenges traditional notions of "good behaviour" in early years settings and calls for a more inclusive approach to school readiness that accommodates different neurological pathways. Rather than viewing fidgeting or movement as non-compliance, educators and early years professionals are encouraged to recognise these behaviours as self-regulation strategies that enable learning. For local authorities and early years providers, this insight has significant implications for how we structure reception classes, design learning environments, and train staff to support children with SEND. Creating spaces that allow for movement, providing sensory regulation tools, and adjusting expectations around sitting still can help ensure that neurodiverse children are not disadvantaged as they transition into formal schooling. This approach aligns with the broader SEND reforms aimed at making education work for every child, regardless of their neurological profile.