Child Psych Podcast Episode #118

[Tania Johnson] Hello and welcome to the Child Psych Podcast. I’m Tania Johnson, a registered psychologist, registered play therapist, and co-founder of the Institute of Child Psychology. Welcome back to Part Two of our discussion on highly sensitive children. Today, we have one of our leading researchers, Professor Pluess. Welcome, Professor Michael Pluess.

[Michael Pluess] Thank you very much. I’m very pleased to be here.

[Tania] It’s our second time having you on, and I learned so much last time. Just a quick introduction to Professor Pluess—he is a developmental psychologist and one of the leading authors in the field of environmental sensitivity. He has specific expertise in the development and validation of sensitivity measures, along with significant contributions to theories of environmental sensitivity. He also leads several research projects on sensitivity. Professor Pluess, right before we hit record, we were chatting about some of your newer work. I know we’ll weave it into our discussion today, but just to give us a little preview—what are you working on at the moment?

[Michael] We focus on various aspects of sensitivity, particularly the experiences of highly sensitive children in school, as much of the existing research has concentrated on parenting. There is now substantial evidence suggesting that highly sensitive children are more impacted by the quality of parenting they receive. Consequently, a significant amount of research has explored how sensitive children are differentially affected by the family environment. However, very little research has examined another crucial aspect of a child’s world—school. Over the past few years, we have conducted research on highly sensitive children in primary school, including the development of assessment measures and strategies to help teachers better support these children. Additionally, we are about to launch a new sensitivity measure for adults. The original sensitivity scale was developed in 1997, and over the last few years, we have been working on a revision in collaboration with the original authors, Elaine and Art Aron. We have just completed this revision, and while the updated scale is already available, we will officially launch it soon. Beyond measurement, we are also investigating the relationship between sensitivity and mental health. Research indicates that highly sensitive individuals tend to be at a higher risk for anxiety and depression. We aim to explore this connection further to better understand the underlying reasons behind it.

[Tania] There’s so much work going on! It’s amazing to hear about the adult scale because I actually refer clients to that scale all the time. I had no idea you were working on it—that’s so exciting!

[Michael] Yes, I think we have significantly advanced our understanding of sensitivity. The original scale included a wide range of questions on broad topics, but with access to data from thousands of people, we have been able to identify which questions are most effective at capturing sensitivity. The new measure includes a range of subscales that assess specific aspects of high sensitivity. I believe this updated version will be more useful and appropriate, as it builds on the knowledge accumulated over the past 30 years.

Understanding Sensitivity in Schools and How to Support It

[Tania] Incredible! So, Michael, last week, Tammy and I spoke about sensitivity more broadly. We discussed sensitivity at home and saved the topic of school for you today—no pressure! I’d love to hear your insights on what you’re observing in school settings. What do teachers need to know? What should parents be aware of when it comes to schooling? What trends or challenges are emerging at the moment?

[Michael] Well, we find in our research, looking at children more generally at different ages, whether that’s children at three years of age, adolescents at the age of 17, or adults, that on average, about 30% of the population seems to fall into the group of highly sensitive individuals. And obviously, within that group, there are still some differences, but quite a large proportion of the population—about a third—are highly sensitive. We’re not talking about one or two percent of the population being very different; rather, a substantial number of children are highly sensitive. The topic of sensitivity has also become much more popular over the last few years. This means that many parents are wondering whether their child might be highly sensitive or are concerned about their child’s sensitivity in the school context. At the same time, teachers have a fairly limited understanding of sensitivity. It is not part of their training and is often confused with neurodiversity or neurodevelopmental conditions. So, it is really important to understand what it means for highly sensitive children to experience school, given that a large proportion of every classroom is likely to be highly sensitive and may experience the classroom more intensely than others.

[Tania] It’s amazing when you mention that 30% statistic, especially considering that many classrooms—particularly in North America—are designed to be highly stimulating. There are lots of colors, posters, and visual elements, creating an environment with a lot of activity and clutter. While I’m not as sure about classrooms in Europe, in North America, this setup is quite common. When we consider that 30% of students may be highly sensitive, we have to ask: are our classrooms truly optimized for all children?

[Michael] The answer to that is probably not. This is something that really needs to be informed by research. According to our findings, a significant number of children are highly sensitive, and they may have different preferences and needs. It’s not just about the physical classroom setup, such as furniture and decorations, but also the social environment. Classrooms can be loud and chaotic, and for children who perceive a high level of detail in their surroundings, this can easily lead to overstimulation and exhaustion.

How Teachers Can Identify Sensitivity in the Classroom

[Tania] Okay, so the golden question—how do teachers begin to identify sensitivity in the classroom?

[Michael] I think the first step for teachers is simply to be aware that children differ in their sensitivity. Most teachers who have been teaching for a while will recognize that children can vary significantly in many ways, including temperament and personality traits such as sensitivity, as well as other characteristics like extroversion. Highly sensitive children often appear a little more shy or reserved, though not always. Some may initially seem hesitant to engage but later develop out of this behavior. The key is for teachers to understand that personality differences impact both behavior and the ideal learning environment for each child. Research shows that highly sensitive children can excel academically, often performing better than their peers in the right environment. They tend to reflect deeply, are highly creative, and exhibit strong empathy—not only for their classmates but also for their teachers. However, they may struggle in noisy, high-energy classrooms where their voices can be drowned out. Their quiet nature might mistakenly be interpreted as a lack of engagement or slow thinking, when in reality, they are processing information deeply and thoughtfully. They may hesitate to raise their hands and participate in discussions, despite having valuable insights to share. The next step for teachers is learning how to identify highly sensitive children. While some teachers may have an intuitive sense of which students are more sensitive, we have developed a research-based questionnaire to assist in this process. This tool consists of just six questions designed to help teachers recognize highly sensitive children in their classrooms. It is available both as a downloadable paper format and as an online tool that provides results directly to teachers. These results can help educators understand whether a child is highly sensitive and may have specific needs. Additionally, we offer tailored recommendations and strategies to support these children effectively in the classroom.

[Tania] So, Michael, I know I have a ton of teachers listening right now thinking, Where do I find that tool? We will link it in the description below, but where can they go to access it?

[Michael] That specific tool is available on our website, sensitivityresearch.com. We recently launched a dedicated section for sensitive children, specifically designed for teachers and parents to learn more about sensitivity in children and their unique needs. This section also links to various resources we provide. In addition to the scale for identifying sensitive children, we have also developed a training module for teachers. This module covers sensitivity in-depth, including how to measure it and how to support highly sensitive children in the classroom. The module is brand new—it was just launched last week—and is primarily designed for primary school teachers. However, it may also be helpful for parents and teachers working with secondary school students. The questionnaire can be accessed online under the “Tests” tab on our website, where teachers can complete the assessment digitally. The training module is also available there for those who want to deepen their understanding of sensitivity in children and learn effective strategies for support.

[Tania] Incredible, incredible. OK, so let’s rewind a little bit. Our teachers can access the tool to determine whether a child is highly sensitive or not. It consists of six quick questions, and the results are sent via email. Teachers can also complete it on paper if needed. Once completed, they may find that a child is highly sensitive. What is the next step for our teachers?

[Michael] The scale we developed includes six initial questions to assess a child’s sensitivity level. It provides feedback on whether the child falls on the lower, middle, or higher end of the sensitivity spectrum. Sensitivity is a dimension—every child has some level of sensitivity, but they may be positioned differently along that continuum. We are particularly interested in children at the higher end of the spectrum, as they may have specific needs. The questionnaire also includes three additional questions that explore whether the child experiences overstimulation or struggles in a classroom setting. While many sensitive children adapt well—perhaps because the class composition and size suit their temperament—some may face challenges. Our research shows that in high-quality classrooms, sensitive children perform just as well as others. However, in classrooms with less emotional support or more chaos, sensitive children may struggle more. The additional questions help identify those challenges. Teachers receive feedback based on the responses, along with tailored suggestions. While not every highly sensitive child requires special support, understanding their sensitivity level can be beneficial. Sensitivity is not a diagnosis or a disorder; rather, it reflects how a child experiences their environment. Some children may benefit from specific classroom adjustments, and we provide a range of recommendations to help teachers support them effectively.

Top Suggestions for Supporting Highly Sensitive Children

[Tania] I know we can’t cover all the suggestions, but what are some of the top ones?

[Michael] One obvious recommendation is to minimize overstimulation. Highly sensitive children process information more deeply, so if too much is happening at once or too many demands are placed on them, they can become overwhelmed and exhausted. This overstimulation can stem from both social interactions and physical aspects of the classroom, such as noise, clutter, or bright lights. To reduce overstimulation, it’s important to give these children breaks, allow them to sit alone or in smaller groups, or position them at the edge of a group to limit sensory input. Some may benefit from wearing headphones to create a quieter environment. Providing quiet spaces and opportunities for activities like reading can also help reduce sensory overload. Another key suggestion is to give them the time they need to reflect. Because highly sensitive children tend to be deep thinkers, they may not feel comfortable responding immediately when asked a question. They often prefer having time to process their thoughts before sharing their conclusions. Allowing extra time for thinking and responding can make a significant difference in their comfort and confidence. Additionally, fostering positive relationships is essential. Sensitive children are particularly attuned to social cues and highly responsive to how others feel. They thrive in positive, supportive environments and can be deeply affected when social interactions go wrong. This also means they experience discipline more intensely than other children. They tend to take criticism to heart, so gentle discipline—rather than harsh scolding, especially in front of others—is much more effective. In fact, harsh discipline can do more harm than good for these children, as they are naturally responsive to kindness and encouragement. Finally, helping them embrace their sensitivity as a strength is crucial. Highly sensitive children may sometimes feel that something is “wrong” with them. They may wonder why they can’t handle situations the way others do, why they are more affected by emotions, or why they tire more quickly. It’s important to build their self-esteem by highlighting their unique strengths, as people often focus more on their weaknesses than their gifts. By reinforcing the positive aspects of their sensitivity, we can help them develop confidence and a sense of self-worth.

[Tania] Michael, what I love about everything you’re saying here is that it’s so focused on how we nurture their sensitivity. This is actually an incredible gift that you have as you’re talking about that depth of processing, creativity, and empathy. All of the guidance you’re giving right now is about how we nurture that—how we help them embrace who they are in the world instead of feeling like it’s something they need to change. Unfortunately, I think this is a message that many of our kids often receive from society and school.

[Michael] Yeah, I think it’s key to acknowledge their specific strengths and contributions and to emphasize those rather than just focusing on expected behaviors, such as raising their hand, giving the right answer, or being more resilient. I think it’s important to recognize the unique skills that sensitive children have. What we actually find is that, in Western cultures, there is less appreciation for sensitivity or introversion. These are two different traits, but they are sometimes somewhat related. In contrast, in other cultures—such as China—there is much more appreciation for sensitive individuals, as they are considered wise and considerate. In more individualistic cultures like the U.S., Canada, and the U.K., there is often less appreciation for sensitive individuals, both adults and children. As a result, what they bring to the table is not always fully recognized. I think it’s crucial to see the value in their abilities and to make sure they know their worth as well.

[Tania] That resonates so much with me because the messages I hear all the time are about how to give children more confidence, how to help them stand up for themselves, and how to encourage them to speak up in class. But there’s rarely the flip side of that conversation—how do we create spaces where these children have time to process their thoughts and express their deeply considered ideas? I don’t think that, right now, those core traits in children are always recognized. I know you’re working so hard to flip this dynamic, but I still feel that these qualities often go unnoticed.

[Michael] No, certainly not. I think there is a growing awareness of sensitive children. However, much of that awareness is not based on solid science—or not on science at all—but we hope to make a difference by conducting more research. Fortunately, there is increasing research being done on these children. I think it’s important to emphasize that these children do not have superpowers. They are simply children who perceive their environment in a slightly different way. It’s not that they have a sixth sense, but rather that they pick up on more of what happens around them and process it more deeply. This has some disadvantages, as they are more negatively affected by adverse experiences and may become overwhelmed by stressful situations. However, at the same time, they may be able to engage with topics in much greater depth, notice more details, and understand others exceptionally well. Many therapists and coaches are likely to be highly sensitive people because these skills are essential for working with others. A high level of empathy is crucial, and these children often excel at putting themselves in others’ shoes. Recent evidence from our research in several primary schools in the UK supports this. Using a teacher scale to measure sensitivity, we found that children rated as more sensitive by their teachers also demonstrated higher levels of emotion recognition when assessed objectively. Specifically, they were better at recognizing emotions in adult faces, suggesting that their advanced perception skills can be beneficial in many ways. Additionally, their ability to reflect deeply often makes them more creative. Not every highly sensitive child is the same—not all will have the same level of empathy or creativity—but many tend to be particularly creative. This is a gift that should be nurtured. Interestingly, despite their strengths, high sensitivity is not necessarily a superpower. Research on giftedness and sensitivity suggests that there is no direct association between the two. Highly sensitive children are not necessarily gifted, meaning their IQs may not be exceptionally high. However, there is some evidence that sensitive individuals score slightly better on creativity tests. Our study also found that sensitive children tend to perform better in school, possibly because they are more engaged, eager to do well, and more likely to follow instructions and complete assigned tasks diligently.

[Tania] Incredible. As you say that, Michael, you can correct me if I’m wrong, but my understanding is that even though our sense is that kids don’t fare well in adverse situations and are at a higher risk, as you mentioned, for things like anxiety and depression, when we implement research-based interventions for these children, they tend to thrive. So, it goes both ways with these kids.

[Michael] Yeah, that’s important to remember because they are more perceptive of what goes on around them and process things more deeply. Their well-being depends on the quality of their experiences and what they internalize. If they have experienced trauma or adversity, they may be more likely to develop problems in response. However, our research also shows that highly sensitive children benefit particularly strongly from psychological interventions. Additionally, some findings suggest that they gain more from exposure to nature. They are more appreciative of positive experiences, so if you take a sensitive child to an art exhibition or expose them to meaningful music, they are likely to get more out of it than a less sensitive child.

Effective Psychological Interventions for Highly Sensitive Children

[Tania] Incredible. Michael, do we know which psychological interventions are most effective for highly sensitive kids? We’ve mentioned nature and music, but do we have any clear evidence regarding specific psychological interventions?

[Michael] Based on the current state of research, I wouldn’t be able to say definitively, as only a limited number of interventions have been studied in relation to sensitivity. However, the interventions I am aware of—where highly sensitive children seem to respond more strongly—include a resilience-promoting program we’ve been running in the UK. Additionally, an anti-bullying intervention in Italy has shown that sensitive children benefit more, particularly in terms of reduced victimization and improved mental health. We have also observed similar patterns in interventions with adults. My hunch is that highly sensitive individuals benefit significantly from social interaction—not necessarily traditional talk therapy, but interventions with a social element. They seem to thrive in smaller groups, especially when they have trusting and supportive relationships with adults, such as teachers or therapists. Because they form strong emotional bonds, they respond particularly well to positive adult relationships. In general, we find that highly sensitive individuals respond more strongly to various interventions, most of which involve a social component. Interestingly, their positive response often emerges later rather than immediately after the intervention. Initially, the experience of an intervention can be challenging, upsetting, or require adjustments. The benefits may not be evident right away, but as they begin applying what they have learned, they start to reap the rewards. This pattern suggests that highly sensitive individuals, including both children and adults, internalize what they learn more deeply due to their depth of processing. As a result, they are more likely to apply these lessons in their daily lives, leading to long-term benefits from the intervention.

[Tania] It’s incredible. And I think for schools looking to make a shift, this is very hopeful. It’s not just about implementing programs; the impact continues to be felt long after the program is in place, affecting many of us in different ways.

[Michael] Yes, and I think it’s also important to emphasize that sensitive children don’t necessarily need an intervention or a specific program. Most of them will likely do just fine. However, in our teacher training online module, which lasts about an hour, teachers learn what sensitivity is, how to identify highly sensitive children, and how to adjust their classroom and teaching methods to cater to the full spectrum of sensitivity—not just those on the lower end, but also the highly sensitive ones. So, while they may not need an intervention or a therapist—most certainly don’t—they might benefit from small adjustments in the classroom environment that better support their needs.

[Tania] Huge. Michael, my last question for you. I know there are parents listening right now thinking, This sounds just like my child. Their child may be struggling at school and needs a little extra support. How should they approach the school about this? What are your thoughts?

[Michael] I think the first step for parents is to truly understand what sensitivity is—and what it isn’t. It’s also important to note that if a child is experiencing difficulties at school, it may not necessarily be due to their sensitivity. Other factors could be at play, so clarifying their specific needs is crucial. One way to do this is by using questionnaires—we have parent-specific questionnaires on our website that can help assess a child’s sensitivity. Additionally, we provide information for both parents and teachers to better understand sensitivity. However, we always emphasize that these measures are not diagnostic tools. If a child is experiencing significant challenges at school, it may be necessary for them to be evaluated by a specialist who can consider other potential factors. If a parent of a highly sensitive child wants to help their child’s teacher become more knowledgeable about sensitivity, they are welcome to refer them to our resources, specifically designed for educators. We also offer an online training module, which is just one hour long and targeted at teachers, but it may be beneficial for parents as well. I think a great first step for parents would be to complete that module themselves. Towards the end, it provides various strategies that teachers can use to support highly sensitive children. Parents can then compare these suggestions to their child’s day-to-day classroom experience and propose specific adjustments to the teacher. Ultimately, we hope to see a world where teachers are aware that highly sensitive children are in their classrooms and understand how to best support, acknowledge, and encourage them. Often, sensitive children feel pressured to mask their sensitivity at school to fit in. Many parents have shared stories of their children not being perceived as sensitive at school because they suppress those behaviors—only to come home feeling completely exhausted from trying to function like a less sensitive child all day. To some extent, sensitive individuals need to develop coping strategies for the pressures of daily life. However, they also need time to recharge. Ideally, this recovery time would be reduced if they were in a classroom environment that provided opportunities for breaks and minimized overstimulation throughout the day.

[Tania] And Michael, what I find so incredibly powerful about your work and your team’s work is that, as a therapist, when I have worked with highly sensitive children, the school day is often the most taxing part of their experience. It takes up a huge portion of their time, and its impact extends to other areas of their lives—whether at home, before school, or in other settings. I believe that when we start looking at what benefits all children from a holistic perspective, that’s how we create meaningful change in the world.

[Michael] Absolutely. I think anything that helps a highly sensitive child is likely to benefit other children as well. It’s not that they need something completely different—having time to process and avoiding overstimulation can be beneficial for many children. However, less sensitive children may not require as much processing time or may even enjoy higher levels of stimulation, as their thresholds are different. What feels ideal for them may be overwhelming for a highly sensitive child. If we can structure the school environment so that highly sensitive children have opportunities to process their experiences and access a less stimulating space—even for just five to ten minutes every few hours—that may be enough to prevent overstimulation and exhaustion by the time they get home.

[Tania] Michael, we’re going to link the website, the rating scales, and the course in the description below for everyone. Thank you so much. I’m incredibly excited about all the work you’re doing—it’s truly remarkable.

[Michael] You’re welcome. I’m really glad I had the opportunity to share these ideas, and I hope these tools will be helpful to many parents and teachers. Ultimately, I hope they contribute to a world where highly sensitive children can thrive and live happier lives.

[Tania] Thank you.