Report 1
The Cocoon of Safety: The Impact of Sensory Pods in an Inclusive School Environment
Maria Chiasson, Ph.D., Université de Moncton (NB, Canada)
View reportEvidence & references
Research & Reference Repository
A comprehensive collection of academic references, trusted sources and verified credentials supporting our research endeavours. All materials are peer-reviewed or maintained to recognised standards.
Research case studies
University-led · New Brunswick, Canada
University-led case-study findings
ForeverMe SensPods are part of a longitudinal research project — IntiAppreneur: Tomorrow's Education Today. As part of this initiative, our evidence comes from university-led case-study reports conducted by Maria Chiasson, Ph.D., Université de Moncton (NB, Canada), focused on capturing students' and staff perceptions of the pods and their perceived impacts.
What the pod does — and does not — do
A SensPod is an environment, not a clinical intervention. It does not treat anything and does not replace assessment, therapy or a trained adult. The findings below are perceptions and observations recorded in the case studies; they describe how the space is experienced, not clinical outcomes.
Key findings
Drawn from both case-study reports.
Focus and concentration
Students and staff reported an increase in focus when using the SensPods compared with traditional study spaces.
Academic efficiency
In general, students completed academic tasks more quickly in the pods than in traditional study spaces.
Well-being & psychological safety
Students reported feeling safer and more secure in the pods than in other school spaces.
Privacy for sensitive conversations
Students and staff identified privacy and confidentiality as a key benefit of the pods.
Self-regulation support
Staff reported faster de-escalation and shorter crisis episodes when the pod was used to support self-regulation.
Research reports
Both reports are available to download in full.
Report 2
Enhancing Experiences and Productivity in K–12 Education: Multi-Purpose Sensory Pods in Learning Environment Spaces
Maria Chiasson, Ph.D., Université de Moncton (NB, Canada)
View reportQuick links
External resources referenced across the repository.
Credentials & certifications
The standards and frameworks our design and claims are held to.
Ontario Special Education Requirements
Ontario Ministry of Education requirements to provide and report on special-education programs and services.
UN Convention on the Rights of Persons with Disabilities (CRPD)
United Nations OHCHR: ensuring accessible education and equal participation for persons with disabilities.
OpenNeurodiversity-friendly classroom design checklist
Guidelines for creating inclusive learning environments that support neurodivergent students.
Sensory design guidelines
Evidence-based guidelines for sensory-friendly space design in educational settings.
Trusted sources & resources
Open access & research portals
ERIC — Education Resources Information Center
U.S. Department of Education's comprehensive database of education research and information.
ies.ed.govAmerican Journal of Occupational Therapy (AJOT)
Peer-reviewed research on occupational-therapy practice, education and research.
ajot.aota.orgCanadian Journal of School Psychology
Research on psychological services, assessment and intervention in Canadian schools.
journals.sagepub.comOccupational Therapy (SAGE)
Peer-reviewed occupational-therapy research and practice.
journals.sagepub.comJournal of Autism and Developmental Disorders (JADD)
Leading research on autism-spectrum disorders and related developmental conditions.
link.springer.comOpen Access Theses and Dissertations (OATD)
Free access to millions of graduate theses and dissertations from around the world.
oatd.orgSensory Integration Education
Education and training on sensory-integration theory and practice.
sensoryintegrationeducation.comUnderstood
Comprehensive resources for learning and thinking differences, including ADHD and dyslexia.
understood.orgCAST UDL Guidelines
Universal Design for Learning guidelines ensuring all learners access meaningful learning.
udlguidelines.cast.orgAcademic references
Access to special education in Ontario schools: the gaps and challenges
Beyond play: a comparative study of multi-sensory and traditional toys in child education
View full text →Work with us on the evidence
If you are a researcher, a school board or a clinical lead who wants to evaluate this properly — including the possibility that it does not work — we would rather hear from you than from another satisfied customer. We can supply pods, usage data and staff time to a study we do not control.