Ear Defenders

Why Ear Defenders in Schools Are Not “Insane” — They Are Inclusion in Action

By Steve Fox – Founder of Little Big Minds

The recent statement from Reform UK claiming that children wearing ear defenders in school is “insane” has understandably caused distress among parents, educators and neurodivergent individuals. The claim suggests that sensory supports reflect a failing system, rather than a basic tool that helps children regulate, learn and feel safe.

As someone who works daily with young people and families navigating sensory needs and anxiety, I want to offer a clear, evidence-led perspective on why this view is misguided — and why ear defenders remain a simple, compassionate and effective support for many children.

Ear defenders are not a fad or trend — they are a sensory tool

For a significant number of autistic and sensory-sensitive children, everyday school sounds can feel overwhelming or physically painful. Hand dryers, school bells, scraping chairs, loud chatter and busy corridors can trigger intense distress or sensory overload.

Ear defenders don’t block learning. They block pain, panic and overwhelm. They help children stay present in lessons instead of shutting down or melting down. Calling this “insane” overlooks how differently the world can feel to a neurodivergent nervous system.

The rise in diagnoses reflects unmet needs, not over-diagnosis

Reform UK suggests that more children are being labelled neurodivergent because of over-diagnosis. Evidence paints a different picture. Increased awareness, more open conversations and better identification all mean more families are finally recognising their child’s needs early.

Organisations such as the National Autistic Society and ADHD Foundation consistently highlight the real issue: long waiting lists, under-diagnosis and families struggling to access the right support. Parents do not pursue multi-year assessment processes because it is fashionable. They do it because their child is struggling and needs help.

Teachers overwhelmingly support practical sensory tools

The idea that ear defenders undermine teachers is disconnected from current classroom reality. Teachers are managing large class sizes, high noise levels and increasing numbers of children with sensory and emotional needs. Many teachers welcome ear defenders because they help children stay regulated and make classrooms calmer for everyone.

Trusting teachers also means trusting their professional judgement when they allow supportive tools such as ear defenders. Most educators prefer children to have what they need to stay engaged, rather than struggling in silence.

“A bit of extra support” is not enough for sensory differences

Reform UK suggests that children should receive general support without specific diagnoses or adjustments. Sensory needs don’t improve by avoiding the words used to describe them. Without accurate understanding of a child’s sensory profile, schools cannot provide the right interventions.

When children are denied tools like ear defenders, they often shut down, mask their distress or become too overwhelmed to stay in the classroom. Specific needs require specific support — not vague promises of “extra time” or “extra help”.

Stigmatising language harms children and families

Parents of neurodivergent children already battle stigma, misunderstanding and judgement. Hearing a political leader call their child’s coping tool “insane” adds unnecessary shame and pressure.

Neurodivergent young people are already at higher risk of anxiety, depression, school avoidance and bullying. Stigmatising the tools they need does not protect them. Instead, it undermines their efforts to cope in environments that can feel frightening or overwhelming.

Ear defenders support inclusion and participation

The goal of using ear defenders is not to encourage dependence. It is to reduce distress so that children can access school life more fully. Ear defenders help many children attend assemblies, take part in lessons, manage lunch hall noise and stay in the classroom when things become too loud.

With the right support, many children gradually build resilience to challenging sounds. This happens through gentle exposure, emotional safety and collaborative planning between school and home.

We need a better conversation about SEND

Rather than dismissing children’s sensory needs, the national conversation should focus on meaningful solutions. This includes training for staff in sensory processing, improved SEND funding, faster access to assessments and more inclusive environments.

Ear defenders are not evidence of a failing system. They are evidence of schools trying to meet children where they are, using practical tools that reduce distress and support learning.

Final thoughts

Every child deserves to learn in an environment where their needs are understood and respected. Ear defenders are a low-cost, low-effort adjustment that can completely change a child’s ability to stay calm, connected and engaged.

Dismissing their use as “insane” does not reflect the lived experience of neurodivergent young people or the educators and parents who support them. The world does not become quieter simply because we wish it would. Children thrive when adults listen, adapt and allow them the tools they need to feel safe.