Understanding and valuing high sensitivity in educational contexts

This study investigates how teachers understand and address High Sensitivity (HS) — a biologically based temperamental trait that affects approximately 15–20% of the population — within educational contexts. Drawing on Elaine Aron’s conceptualization of the Highly Sensitive Person (HSP), the research explores teachers’ perceptions, knowledge, and pedagogical strategies toward highly sensitive children (HSC). Through a qualitative design involving semi-structured interviews with eight primary school teachers, data were analyzed using a Grounded Theory approach with MaxQDA software. The findings reveal five main themes: limited awareness of the trait, frequent confusion with other Special Educational Needs, reliance on intuitive strategies, importance of classroom context, and a widespread lack of formal training. Although many teachers demonstrate empathy and adaptive intuitions, the absence of structured knowledge leads to inconsistent and sometimes inadequate responses. The paper argues for the systematic inclusion of HS in teacher education and continuing professional development, the design of low-stimulation learning environments, and stronger school–family collaboration. Recognizing sensitivity as a legitimate dimension of human diversity can promote more inclusive and emotionally intelligent educational practices, fostering both well-being and learning outcomes for all students.