Source: # Mihir and the Scratchy Shirt *Mihir, seven, cried every morning about his school uniform. 'It scratches! The tag is stabbing me!' His parents in Ahmedabad thought he was making excuses to skip school. His teacher noticed other things: he covered his …* Mihir, seven, cried every morning about his school uniform. 'It scratches! The tag is stabbing me!' His parents in Ahmedabad thought he was making excuses to skip school. His teacher noticed other things: he covered his ears in assembly, refused to join in finger painting, and ran from the canteen because of the smell of frying. One night his mother Pooja sat with him instead of arguing. She asked him to tell her what the shirt felt like. He said, 'like tiny ants'. She realised he was not lying. For him, ordinary touch, sound and smell seemed to arrive far louder than for others. His brain was not sorting these signals the way most children's brains do. The school counsellor suggested a developmental check with a paediatrician, who found no serious illness but referred Mihir to an occupational therapist. She taught him calming activities, such as firm pressure hugs, a chewy snack, and a quiet corner at school. His mother cut out the tags and bought soft cotton shirts. His teacher let him wear soft headphones in noisy assemblies. Slowly, mornings improved. Mihir learned words for what he felt: 'too loud', 'too scratchy', 'I need a break'. He was not being naughty. His senses needed some help. ### How to recognise it - Strong reactions to clothing tags, textures, loud sounds, bright lights or smells that others barely notice. - Meltdowns or refusal at certain times and places, such as noisy canteens or crowded markets. - Seeking extra input, such as spinning, crashing, chewing or pressing hard on things. - Avoiding messy play, certain foods or hair-washing. - Patterns that continue for months and affect school, meals, sleep or friendships. ### What this story explains The chapter's section on sensory integration shows how the brain combines signals from the senses, and how touch, sound and smell may be processed differently in some people. Understanding this turns 'bad behaviour' into a need for support. ### Probable root causes - Differences in how the brain organises and filters sensory information, which often run in families. - Developmental conditions such as autism or attention difficulties, where sensory differences are common. - Anxiety, which can make senses feel sharper. - Tiredness, hunger or a stressful environment that lowers tolerance. ### What to do 1. Observe and note what triggers distress: textures, sounds, crowds, smells. 2. Ask the child to describe it in their own words, and believe what they say. 3. Make small changes at home: soft clothing, labels removed, predictable routines. 4. Talk to the teacher so the school can allow breaks, quiet spaces or ear protection. 5. Seek a developmental assessment if the difficulties are daily and affecting life. ### Whom to consult - Paediatrician or family doctor to rule out hearing, vision or other physical problems. - Occupational therapist for sensory strategies and activities. - Child psychologist or developmental specialist if there are wider difficulties with communication, attention or behaviour. - School counsellor to plan helpful adjustments in class. ### Do and don’t **Do** | **Don’t** | Do believe the child's experience. | Don't force them to endure the feeling 'to toughen up'. | Do offer calm choices, such as two shirts to pick from. | Don't punish meltdowns that are overload, not defiance. | Do keep routines predictable and warn before changes. | Don't compare with siblings. | Do praise efforts to cope. | Don't hide the difficulty from the school. | Do share what works with every caregiver. | Don't assume a diagnosis without proper assessment. | ### How to behave and communicate - Use a quiet, steady voice: 'That sounds really uncomfortable. Let's find a better one.' - Offer words for feelings: 'Is it too loud, too scratchy or too bright?' - Give a calming option rather than a command: 'Do you want a break in the quiet corner?' - Listen fully before explaining or correcting. - Tell the child you are on their side. 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