Sensory processing and school adjustment in preschool children

Abstract

Objective: To determine the influence of sensory processing on school adjustment in preschool children. Materials and methods: An applied, explanatory-level study with a quantitative approach, based on the hypothetical-deductive method and a non-experimental design. The study population consisted of 174 preschool students; the sample included 120 students selected through simple random probability sampling. Two questionnaires validated by experts were administered. In the pilot testing phase, Cronbach’s alpha coefficients of 0.86 for sensory processing and 0.73 for school adjustment were obtained. In the final administration, conducted with a sample of 120 students, coefficients of 0.924 and 0.911 were achieved, respectively, confirming high internal consistency. Results: Using an ordinal logistic regression analysis, a statistically significant relationship between both variables was identified (p = 0.00). A Cox and Snell pseudo-R² of 16.1% and a Nagelkerke pseudo-R² of 21.2% were obtained, indicating a considerable influence of sensory processing and school adjustment. Conclusions: Although international research has documented associations between sensory processing and academic performance, a gap in empirical evidence persists in the Latin American context, particularly in Peru. This study demonstrates that sensory processing significantly impacts school adjustment in kindergarten students, underscoring the need to implement inclusive strategies based on individual sensory profiles. These findings align with Sustainable Development Goal 4, promoting quality, equitable, and accessible education.