Interoception is an important sensory system that helps us to feel internal body signals like a full bladder, growling stomach, tense muscles or speeding heart. Research indicates that our ability to notice and interpret these internal body signals enables us to accurately identify and manage how we feel: Are we Anxious? Getting Frustrated? Hungry? Needing the bathroom?

If we have difficulty interpreting these internal signals, it can greatly impact how we regulate, engage in learning and feeling their emotions.

Interoception barriers are very common in a variety of students, including neurodivergent students and students with anxiety, depression, and “behavioural challenges”. Additionally, trauma has been found to significantly impact the inner interoceptive experience, making this topic a very important consideration as we collectively move forward from the COVID-19 pandemic.

Educating children about Interoception and providing them with tools and strategies to enhance their interoceptive awareness can support their emotional development, self-regulation skills, and overall well-being. It can also contribute to their ability to effectively navigate and adapt to different environments and social situations.

Interoception plays a significant role in learning and cognitive processes. Here are some reasons why Interoception is important for learning:

Attention and Focus: Interoception helps children maintain attention and focus during learning activities. Children can recognise when they feel restless, fatigued, or distracted by being aware of their internal bodily sensations. This self-awareness allows them to make adjustments, such as taking short breaks, engaging in movement, or practising relaxation techniques, to optimise their attention and concentration.

Emotional Regulation: Learning can evoke various emotions, from excitement to frustration. Interoception helps children identify and regulate these emotions, allowing them to approach learning tasks with a balanced emotional state. Children can better manage their emotional responses by recognising changes in their internal sensations associated with different emotions, preventing emotional overload or avoidance behaviours that may hinder learning.

Metacognition and Self-Reflection: Interoception supports metacognitive (thinking about thinking) processes, which involve monitoring and regulating one’s thinking and learning. By being attuned to their internal sensations, children can assess their level of engagement, motivation, and understanding during learning activities. This self-awareness enables them to reflect on their learning strategies and adjust accordingly, leading to more effective and efficient learning.

Body-Mind Integration: Interoception helps children understand the connection between physical sensations and cognitive processes. Children can make informed choices about optimising their learning environment by recognising how their bodily state influences their mental state. For example, they may engage in physical activity to stimulate alertness or practice relaxation techniques to reduce anxiety and enhance cognitive performance.

Stress Reduction: Interoception plays a role in stress regulation. Children can recognise signs of stress or overwhelm when they perceive and interpret their internal bodily sensations. This awareness allows them to implement stress reduction strategies, such as deep breathing exercises or mindful practices, which can improve their ability to learn and retain information.

Educators can promote self-regulated learning, emotional well-being, and optimal cognitive functioning by cultivating interoceptive awareness in children and incorporating Interoception-based practices into the learning environment. It helps children develop a deeper understanding of themselves as learners and empowers them to participate in their learning process actively.