Softlighting, movement based equipment, and a quiet environment now give special education students a place to reset during the school day. The renovated sensory room, which opened last spring, was created to better serve students in special education programs by providing a space that supports regulation, focus and comfort.

“It just didn’t look like it was cared for,” former graduate Piper Heath said. “I had been in that room since freshman year. By senior year, I felt like we needed to redo this room.”

The space had existed for years, but it was no longer meeting student needs. Students use the room daily as a break from overwhelming environments like the cafeteria. The project began as an idea and quickly turned into a detailed plan. Inspiration came from the already established sensory spaces in the High School and the Middle School. 

“My foundation was the already existing sensory room at Highland Park,” Heath said. “I took what worked there and brought it into our space, then worked with contractors and Dr. Hunt to get everything approved.”

Funding played a major role in making the renovation possible. Community donations and organizational support helped transform the space. 

“The David M. Crowley Foundation gave me $20,000, and I matched that with the community. Altogether, I raised about $55,000. My main sponsors were David M. Crowley Foundation, PCLDA, and SEPAC.”

The project took about nine months, basically a full school year, requiring extensive patience and support from school leadership helped move the project forward. Paperwork and facility coordination were part of the process

“It was all set up and ready to go. Piper showed it to me, and really all I did was say, ‘yes, we can do this’,” Principal Kevin Hunt said. “I sort of helped facilitate a few things in terms of facilities and maintenance, just making sure things got done the right way.”

Support for the sensory room extended beyond school leadership. Parent organizations also played a significant role in contributing resources and advocating for the space. Fundraising and outreach helped ensure the project could move forward.

“I’m mostly a fundraiser,
 I just donated funds,” Former Special Education Parent Advisory Committee president Kelly Schorr said. “That was really my only role spreading the words so that other people interested would be helping with donations.”

The need for an updated sensory room became increasingly clear as students’ needs continued to evolve. The original space no longer reflected the range of support students required, like having enough equipment.

“The sensory room that was there was not as equipped as some of the other ones in the area, and we know that the student’s needs change from year to year,” Schorr said. “There were new equipment choices and lots of other materials available, and so we saw the need to upgrade.”

The updated room now offers equipment and tools designed to support a variety of sensory and emotional needs. The room includes sequins, color changing led lights, cozy seating options, bubble tubes, mirrors, swings and a projector.

“It helps a lot of different needs,” Schorr said. “It can help the students when they’re developing motor skills, whether it’s fine or gross motor skills.”

Beyond approval, the sensory room also reflects a goal of supporting all students through different learning environments. The space is part of a larger effort to ensure that special needs students have access to resources that help them succeed during the school day. 

“It’s our job to create a learning environment to help our students be successful,” Principal Kevin Hunt. “It’s a sensory room, so it’s our obligation to achieve our mission and create those different environments.”

For students, the sensory room serves as a consistent resource throughout the day. It being there helps ensure that students have a place to rest when they feel overwhelmed, frustrated, or in need of movement.

“That sensory room is sort of like a locker room for athletes,” Schorr said, “They can go there and get what they need, and they do their training and have their materials there, they need for their sport and for our students.”

Seeing the room completed and in use shows an effort to expand the types of support available to students during the school day. It’s designed to help students regulate emotions, sensory and promote overall well being. 

“I hope it continues to change and grow with the needs of the students,” Schorr said.