How the Snoezelen Room Works at Kyiv Private Lyceum “Respublika STEM” and Why Sensory Support Matters for Students.

There are days when a child silently rests their head on the desk, when the usual noise during break suddenly becomes unbearable, and a mistake in a notebook brings tears. In such moments, it is not enough for a child to simply hear: “Pull yourself together.” Instead, they need time, an attentive adult, and a space where they can recover.

That is exactly the role played by the Snoezelen Room, or relaxation room, at Kyiv Private Lyceum “Respublika STEM”. It is a multisensory space for emotional recovery, sensory relief, and supporting students’ self-regulation. The room combines light, sound, touch, movement, colour, and aromas. The intensity of stimuli is selected according to the child’s specific state and needs.

Where the Term “Snoezelen” Comes From

The term Snoezelen originated in the Netherlands in the 1970s. It is associated with educators Jan Hulsegge and Ad Verheul, who at the De Hartenberg institute created leisure sensory activities for children and adults with intellectual and sensory impairments. The name combines two Dutch words: snuffelen — to explore, to seek through the senses, and doezelen — to doze, to relax.

In international practice, alongside the name Snoezelen, the term multisensory environment is used. The approach is based on a person’s ability to choose interaction with stimuli at their own pace, without unnecessary pressure or the requirement to complete a task “correctly.”

At the same time, the Snoezelen Room does not replace the work of a psychologist or other professional support. Its value lies in the fact that a child can reduce overload, better understand their state, and, together with an adult, find a way to return to learning at a comfortable pace.

For the school environment, the principle itself is valuable: a student can notice their own state, choose an accessible way to recover, and, with adult support, return to learning. It is a space where a pause becomes part of caring for the child.

When a Child Needs a Space for Recovery

The relaxation room at the lyceum is available to students who need a break for emotional recovery, sensory relief, or to regain concentration. A child can be referred by a tutor, teacher, psychologist, or another specialist from the support team. Students can also inform an adult themselves that they need a break.

The duration of the stay is determined individually, according to the child’s state and the lyceum’s internal protocol. The level of support depends on the student’s age, situation, and needs. Sessions may take place individually or in small groups.

The room features an Aroma Quad ISD™ panel, a colour light and music panel, “Soft Piano” ISD™ musical sensory cushions, a modular ISD pixel art sensory wall, a light table for playing with sand, a Bubble Tube, a safe mirror panel, a light curtain and fibre optic light rain, swings, and tactile panels. This equipment allows offering the child various formats of interaction: quiet rest, sensory play, attention exercises, perception, or interaction.

Tutor at Kyiv Private Lyceum “Respublika STEM” Daryna Karpenko explains the signals by which adults can recognise a child’s need for a break:

“It is usually immediately obvious when a child needs a break. They lie down on the desk, complain of a headache, or suddenly explode over a minor thing: irritably pushing a neighbour or crying over a mistake in their notebook.”

After a short rest, it is often easier for the child to return to the lesson and interaction with the class.

“After the Snoezelen Room, the child returns to learning completely different: calm, collected, ready to listen to the teacher and communicate normally with other children.”

This approach also affects the atmosphere in the classroom.

“For the class, this is a very important experience: children learn to understand that it is normal to get tired or burn out, and they become more sensitive to one another. The opportunity to rest in time outside the classroom keeps the lesson calm for everyone.”

A Sensory Room for Different Needs

The need for emotional recovery or reducing the number of stimuli does not depend on the presence of a diagnosis. For some, it is difficult to switch after an active break; for others, time is needed to adapt to a new group or changes in the schedule; someone may be experiencing a stressful situation. For students with special educational needs, the Snoezelen Room can become one of the tools in an individual development programme and psychological-pedagogical support.

Practical psychologist at Kyiv Private Lyceum “Respublika STEM” Tetiana Bizhan says that a child can come to the relaxation room at moments when they feel overwhelmed.

“The Snoezelen Room is a space where a child can come when they feel emotional or sensory overload, fatigue, anxiety, or irritation. For example, after a busy school day, during heightened emotional tension, when it is difficult to concentrate during a lesson, calm down, or cope with their emotions.

Sometimes a child simply needs to spend some time in peace, regain strength, and be alone with their feelings. And it is very important that they have this opportunity.”

Work in the room depends on the student’s need at a particular moment.

“In this room, a child can slow down, shift attention from external stimuli to their own sensations.

Thanks to the calm atmosphere, gentle lighting, various sensory materials, and specially selected exercises, the child can gradually reduce tension, restore a sense of safety, and better understand their emotional state.

During the session, we can use breathing exercises, tactile materials, relaxation elements, or physical activity, depending on the child’s need at that moment.”

The psychologist emphasises that the Snoezelen Room is open to all students who need support.

“I want to emphasise that the Snoezelen Room is not a space exclusively for children with special educational needs.

Yes, it is an important part of inclusive support, as some children need additional opportunities for sensory regulation. But at the same time, it can be useful for every student and even for adults.

Every child has their own characteristics of perception, their own pace, and their own emotional reactions. Some get tired of noise more quickly, some worry about their studies, and some find it difficult to cope with irritation or to concentrate after an active break.

That is why the Snoezelen Room is an accessible space of support for all children, where everyone can receive help according to their own needs.”

The Right to Ask for Support

Kyiv Private Lyceum “Respublika STEM” combines an academic foundation, practice, specialised learning, and modern educational infrastructure. Alongside laboratories, a makerspace, and technological solutions, spaces where a child can restore their resources are also important.

This is part of a barrier-free approach: the educational environment adapts to a person’s needs and helps them remain engaged in the learning process.

Tetiana Bizhan explains how specialists determine the format of support and help the child choose a way to recover:

“Work in the sensory room can take place individually or in small groups, depending on the children’s needs and the purpose of the session.

We carefully observe the children’s emotional state, their reactions, and behaviour. We also communicate with teachers and parents to better understand what is bothering the child, in which situations it is more difficult for them, and what kind of support might be useful.

It is important to me that every child feels comfortable and has the opportunity to ask for help when they need it.

While in the sensory room, the child has the opportunity to choose what they like most at the moment: calm exercises, sensory materials, neuro-exercises, breathing practices, or simply to rest a little. The psychologist helps the child orient themselves, listen to their own feelings, and find a comfortable way to recover.”

Inclusivity Visible in Everyday Decisions

An inclusive environment is created through everyday decisions: accessible space, attentive adults, and a willingness to consider the needs of every child. In such a school, a child is supported in moments of fatigue, anxiety, or the need for silence, and behaviour is seen as a reflection of their state with an effort to find a way to help.

Deputy Director for Educational Work at Kyiv Private Lyceum “Respublika STEM” Daria Hresko explains why the Snoezelen Room has become part of the lyceum’s infrastructure:

“The Snoezelen Room has become part of our lyceum’s infrastructure because a modern school should care not only about students’ academic results but also about their psychological well-being. Throughout the school day, children experience significant informational, emotional, and sensory loads. In the context of war, air alerts, and constant tension, it is especially important to have a space where a child can reduce anxiety levels, restore inner balance, and gradually return to the educational process.”

According to Daria Hresko, it is important for adults to be attentive to the reasons behind a child’s behaviour.

“It is important to understand that a child’s behaviour is often a reflection of their inner state. Behind irritation, withdrawal, excessive activity, or difficulties with concentration may lie fatigue, anxiety, fear, or sensory overload. Therefore, the task of adults is not to limit themselves to assessing external manifestations but to try to understand their cause and provide the child with the necessary support in a timely manner. Properly organised work in the Snoezelen Room helps the student better understand their own state, manage tension, and find an acceptable way to recover.”

She links the appearance of the room to a broader understanding of inclusivity at the lyceum.

“Such a space is directly connected to our understanding of inclusivity. For us, inclusivity is not about creating separate conditions for a specific category of students, but the ability of the educational environment to be flexible and take into account the individual needs of every child. Some need more time to adapt, some need reduced sensory load, and some need a short break to calm down and restore their ability to concentrate. The Snoezelen Room is not a place of punishment or isolation. It is a space of support, acceptance, and caring attention to the child’s needs.”

A safe environment also consists of trust in adults.

“A safe educational environment is not only physical safety. It is also an atmosphere in which a child is not afraid to talk about their state, knows who they can turn to, and is confident that they will be heard without judgment. It is in such an environment that trust in adults, in the school, and in themselves is gradually formed.”

A school can also give a child an important life skill: noticing their own state and seeking support in a timely manner.

“In my opinion, a school should not only provide knowledge but also develop life competencies. One of the most important is the ability to understand oneself: to recognise one’s own emotions, to notice signs of fatigue and tension, to know available ways of self-regulation, and to seek help in a timely manner. A child should be aware that caring for their psychological state is not a weakness but a sign of maturity and responsible attitude towards themselves.

When a school systematically creates appropriate conditions for this, it helps the child not only cope with a specific difficult situation but also build inner resilience. The ability to restore balance, accept support, respect one’s own needs, and show understanding towards the state of others forms the foundation of psychological resilience, responsibility, and healthy relationships in the future.”

Tetiana Bizhan adds:

“A modern school is not only about knowledge, grades, and academic results. It is also about the child’s emotional well-being, their sense of safety, acceptance, and the opportunity to be themselves.

Especially today, when children live in conditions of constant stress, air alerts, changes, and uncertainty, it is important to create an environment in which they can recover and receive the necessary support.

The Snoezelen Room helps make the school more responsive to children’s needs. It provides the opportunity not to wait until emotional tension develops into serious difficulties but to support the child in a timely manner.

I am convinced that caring for a child’s emotional state is an integral part of quality modern education.”

The relaxation room helps a child restore their resources and return to learning at their own pace. Its meaning is to give the student a safe, voluntary, and humane way to regain balance. And for the school — to be a place where knowledge is cared for alongside those who acquire it.