Children’s Voices: The Lived Experience of Daily Occupations With Sensory Processing Difficulties

Children with sensory processing challenges (SPCs) present occupational performance limitations across environments. However, little is known about children's perspectives. Client-centered pediatric occupational therapy must be informed by a child-focused approach in research. This study explored the lived experience of school-age children with SPCs in a real-life context. A qualitative study design with interpretive phenomenology as the methodological framework was utilized. Five children with SPCs (aged 7-12) participated in photo-elicitation interviews. An inductive, iterative data analysis was conducted. Five themes were identified: The (hidden) struggle in doing; The struggle to persist in doing; Doing with others and belonging: Can I belong?; Needing extra support in their school learning; and Making, building, creating: when I am in charge. Children with SPCs experience hidden difficulties. Key aspects to consider are children's awareness of their own needs, their emotional well-being, sense of belonging, and active inclusion in the implementation of school support.