Characterising the nature and effect of sensory overload in an undergraduate chemistry teaching laboratory

Abstract

Sensory overload occurs when an individual's sensory inputs exceed their processing capacity; the inability of a person to process sensory stimuli can affect their state of mind, emotions, and behaviours. This is particularly relevant in environments rich in sensory stimuli, such as chemistry laboratories. This report details the characterisation and impact of sensory overload on students in a teaching laboratory that is predominantly used for first-year undergraduate chemistry classes at a UK Higher Education Institution. The data were collected in the form of a survey (n = 258) and semi-structured focus group (n = 3) as well as discussions with those involved in designing and managing the laboratory. Student participants' perceptions of the sensory triggers of lighting, sounds, smells, and touch were evaluated, and responses from neurotypical and neurodivergent students were compared. Quantitative analysis was performed with a significance level of p = 0.05, and qualitative data was analysed using reflexive thematic analysis. Results indicate that, while general sensory stimulation did not significantly differ between neurotypical and neurodiverse groups, the sensory triggers were prevalent for most students – around 19% of survey respondents claimed to have experienced sensory overload or discomfort in the laboratory; the noise level was predominantly categorised as ‘normal’; the lighting conditions were considered to be ‘bright’ to ‘normal’; the participants were mindful of strong smells in the laboratory, particularly from a health and safety perspective; discomfort with sensations of touch centred around use of gloves, layering of laboratory coats on top of clothing, and extended use of safety goggles. Specific aspects such as lighting were perceived differently between neurotypical and neurodivergent students. Findings suggest that even modern teaching spaces can present challenges in accommodating sensory sensitivities, which impact students' learning journeys. There is, therefore, a need for educational environments to consider sensory overload effects and neurodiversity more comprehensively. Future work should focus on implementing targeted mitigations, which are also briefly discussed here, such as designated ‘cool off’ spaces and familiarisation sessions, to create supportive learning spaces. By proactively addressing sensory overload and promoting more inclusive learning environments, outcomes can be enhanced for many students, not least for those who are neurodivergent.