Why a clothing label, a pair of socks or a school uniform can turn an ordinary morning into an overwhelming experience - and what families, schools and healthcare professionals can do to help.
By Dr Emmanuel Eni Amadi, PhD, MBA
Adult ADHD Clinician | GPhC-Registered Pharmacist Independent Prescriber | Medical Scientist
Founder and Clinical Director, NeuroMetabolic Healthcare Ltd, Glasgow, United Kingdom
Published: 09 November 2026
Pulisher: The Amadi Global Institute
Introduction: A morning that many families recognise
Imagine waking up at 7:00 am. You have breakfast to prepare, school bags to organise, and perhaps a train to catch or a workplace expecting you at nine.
Your child has everything ready for school, except one thing: getting dressed.
The socks feel unbearable. The collar is too tight. The trousers seem to scratch their skin. The label inside a jumper feels impossible to ignore.
You try another outfit. Then another.
Time passes. Your child becomes increasingly distressed. You become frustrated, worried and exhausted. Before the school day has even begun, everyone is struggling.
To an outsider, this might look like stubbornness, defiance or a child making a fuss over something trivial.
But what if the problem is not the child's willingness to cooperate?
What if the sensation of wearing those clothes is genuinely overwhelming?
A BBC News report published on 19 October 2026 brought this often-overlooked experience into public discussion, sharing the accounts of children, parents and adults whose lives are affected by sensitivity to clothing and other everyday sensations [1].
The report offers an important opportunity to consider a wider clinical question:
Are we sometimes interpreting sensory distress as behavioural difficulty because we do not fully understand what the person is experiencing?
1. When ordinary clothing becomes a source of distress.
In the BBC report, a mother described the daily challenge of finding clothing that her seven-year-old daughter could tolerate. Tight materials, rough fabrics, buttons and clothing labels could provoke considerable distress [1].
Another parent explained that school uniform requirements could become especially difficult when her daughter was anxious.
An adult with ADHD described how uncomfortable clothing could dominate her attention throughout the day. A nurse diagnosed with ADHD in adulthood also explained how, during a particularly overwhelming period of her life, even getting dressed became difficult [1].
These experiences remind us that sensory difficulties are not necessarily confined to childhood.
For one person, the discomfort might come from the seam of a sock. For another, it might be the texture of wool, the pressure of a waistband, the smell of a detergent or the feeling of a shirt collar against the neck.
Some people can simply ignore these sensations. Others cannot.
The difference matters because the same physical environment can produce very different experiences for different people.
2. What is sensory processing?
Sensory processing describes how the nervous system receives, organises and responds to information from the body and surrounding environment.
Our senses constantly provide information about touch, sound, light, movement, body position, temperature, taste and smell.
Most of us rarely think about the sensation of our clothes touching our skin. Our attention moves elsewhere, and the sensation fades into the background.
For someone with heightened sensory sensitivity, however, the feeling may remain unusually noticeable or distressing.
A clothing label that another person barely notices may feel persistently irritating. A crowded classroom may become exhausting because of overlapping conversations, bright lighting and constant movement.
Sensory differences can take several forms:
Sensory sensitivity: noticing or reacting strongly to certain sensations.
Sensory avoidance: actively trying to escape or prevent uncomfortable sensory experiences.
Sensory seeking: looking for particular sensations, such as movement, pressure or touch.
Reduced sensory registration: being less aware of certain sensory information than other people.
These patterns are not mutually exclusive. A person may dislike clothing seams while actively seeking movement or enjoying firm pressure.
Importantly, sensory differences are not exclusive to ADHD or autism. They can also occur in people without either diagnosis, and discomfort may arise from physical conditions such as eczema, allergies or pain.
A sensory complaint therefore deserves attention in its own right, rather than being treated as automatic evidence of a particular diagnosis.
3. What does the scientific evidence tell us?
The relationship between sensory processing and ADHD is supported by a growing body of research.
A 2025 systematic review and meta-analysis published in the Journal of the American Academy of Child & Adolescent Psychiatry examined 30 studies involving 5,374 participants, including children and adults [2].
The researchers found that, compared with control groups, people with ADHD showed greater differences across several sensory-processing domains, including sensitivity, avoidance, seeking and reduced registration of sensory information.
Differences were also reported in touch, hearing, vision and other sensory modalities [2].
This is clinically important. ADHD is commonly discussed in terms of concentration, impulsivity and hyperactivity, but a person's day-to-day difficulties may extend beyond those familiar symptoms.
However, the researchers also identified substantial variation between studies, and only nine of the 30 studies were considered to have an overall low risk of bias. The findings support asking about sensory experiences during assessment, but they do not mean that everyone with ADHD has sensory difficulties or that sensory sensitivity alone establishes ADHD [2].
Research in autism also demonstrates the relevance of sensory experiences.
A systematic review and meta-analysis involving 63 articles and 11,659 participants found associations between sensory processing differences and emotional or behavioural difficulties in autistic people. Tactile, auditory and visual sensitivities were among the sensory domains associated with these difficulties [3].
These findings should not be interpreted as proof that sensory sensitivity directly causes emotional distress in every individual. They do, however, reinforce the importance of understanding the interaction between sensory experiences, emotional wellbeing and the surrounding environment.
4. Why does getting dressed sometimes lead to a meltdown?
Consider a child who is already anxious about school.
Perhaps they have slept poorly. Perhaps the classroom feels noisy, friendships are difficult, or they are worried about an upcoming lesson.
Now add the physical discomfort of a uniform that feels too tight.
Then add a parent reminding them that they are running late.
The child may be trying to manage several demands simultaneously: physical discomfort, emotional anxiety, time pressure and the expectation to cooperate.
Eventually, their capacity to cope may be exceeded.
Crying, shouting, refusing clothes or becoming unable to continue the morning routine can sometimes be expressions of overwhelming distress rather than deliberate attempts to control a situation.
This does not mean every refusal is caused by sensory overload. Children may resist dressing for many reasons, including ordinary preferences, fatigue, anxiety, difficulties with transitions or physical discomfort.
The important question is not simply, How do we stop this behaviour?
It is also, What is making this situation so difficult?
NICE guidance on supporting autistic children and young people recommends considering sensory sensitivities, physical and social environments, anxiety, pain, communication needs and changes in routine when understanding behaviours that challenge [4].
This approach encourages adults to look beyond the immediate behaviour and consider what may be contributing to it.
5. The school uniform dilemma: equality should not mean identical clothing
School uniforms can serve useful purposes. They may promote a shared identity, reduce visible differences in clothing choices and simplify decisions for families.
But a uniform policy can also create unintended difficulties when a child experiences significant sensory discomfort.
Imagine a pupil who can concentrate well in a soft cotton polo shirt but becomes distressed by a stiff collar or a particular type of fabric.
If the school insists on one exact material, the child may arrive late, become anxious before lessons or struggle to remain comfortable throughout the day.
The educational objective should be participation in learning, not unnecessary suffering over a clothing detail.
In the UK, schools should consider their duties under applicable equality legislation, including reasonable adjustments for disabled pupils where required. Not every sensory preference creates a legal entitlement to a particular uniform change, but substantial sensory difficulties should be considered individually.
Practical options might include allowing a softer version of an approved garment, permitting suitable alternative socks, removing labels, or agreeing a uniform adjustment that preserves the school's overall appearance.
These measures do not necessarily require major expenditure.
Often, the most valuable starting point is a respectful conversation between the pupil, family and school.
6. What parents and carers can do at home
There is no single clothing solution that works for everyone. The aim is to understand the individual's needs and reduce avoidable distress.
Start by listening. Ask what feels uncomfortable. Is it the fabric, seam, pressure, temperature, fit or smell? Younger children may find it easier to point to a problem than describe it.
Offer a limited choice. Two comfortable outfits can provide a sense of control without making the morning more complicated.
Prepare the night before. Trying on clothes in a calm environment may reveal problems before the pressure of the school run begins.
Consider simple modifications. Tag-free clothing, flat seams, softer fabrics, carefully chosen socks and alternative fastenings may help. Washing new garments before wearing them can sometimes improve comfort.
Reduce unnecessary time pressure. A predictable routine, extra preparation time and clear communication can make dressing easier.
Avoid forcing prolonged exposure to painful or distressing clothing. Repeatedly insisting that someone tolerate a sensation they find overwhelming may increase anxiety rather than improve coping.
Seek professional advice when difficulties persist. A GP, relevant paediatric or neurodevelopmental service, or occupational therapist may help identify sensory needs and other possible contributors. Access routes vary across the UK.
The evidence for individual sensory-based interventions is mixed and continues to develop. A systematic review of interventions for children and young people found support for some approaches, including caregiver training, but also identified important evidence gaps [5].
This means that expensive products or branded sensory treatments should not automatically be assumed to work. Practical changes should be guided by the person's response and, where appropriate, professional assessment.
7. Adults can experience sensory overload too
The BBC report also highlighted adults whose clothing sensitivities affected their daily lives [1].
This is an important reminder because adults may spend years developing strategies to conceal or work around sensory discomfort.
Someone may avoid certain fabrics without ever explaining why. Another person may feel exhausted after spending a day in an uncomfortable uniform, noisy workplace or crowded environment.
For an adult with ADHD, sensory discomfort may compete with attention and contribute to an already demanding day.
For an autistic adult, particular sensory experiences may form part of a broader pattern of sensitivity to the environment.
However, the severity and nature of these experiences vary considerably between individuals.
Workplace adjustments might include flexibility around fabrics, uniforms, lighting, noise or working environments, depending on the person's needs and the demands of the role.
The principle is similar to that in schools: support should be individualised, proportionate and directed towards helping people participate effectively.
8. A clinical perspective: looking beyond the obvious symptoms
Throughout my professional career in pharmacy, medical science and mental-health-related clinical practice, I have come to appreciate how easily the daily experiences of patients can be overshadowed by the symptoms that appear most prominent in a consultation.
In adult ADHD assessment, it is essential to explore attention, impulsivity, developmental history and the impact of symptoms across different settings.
Yet people do not experience their lives as a collection of diagnostic criteria.
They experience mornings, workplaces, relationships, responsibilities, exhaustion and the effort required to get through an ordinary day.
A person may attend an appointment because they cannot concentrate at work. During a fuller conversation, they may also describe struggling with noise, uncomfortable clothing or crowded public spaces.
These details do not automatically establish a diagnosis. They may nevertheless help explain the person's functional difficulties and identify where support could make a meaningful difference.
This is why I believe a good clinical assessment should make room for the person's lived experience alongside established diagnostic criteria and evidence-based practice.
We should also avoid assuming that ADHD medication, even when appropriately prescribed and beneficial for core ADHD symptoms, will necessarily resolve every sensory difficulty. Sensory needs may require separate practical or multidisciplinary support.
9. When should a family seek further assessment?
Parents and carers should consider discussing difficulties with an appropriate healthcare professional when sensory distress:
Frequently prevents a child from attending school or participating in everyday activities.
Causes substantial anxiety, exhaustion or family disruption.
Occurs alongside persistent difficulties with attention, communication, social interaction or emotional regulation.
Appears suddenly, becomes progressively worse or may be associated with pain, skin problems or another physical condition.
Continues despite reasonable adjustments and supportive routines.
A comprehensive assessment should consider developmental history, physical health, emotional wellbeing, the child's environment and the possibility of coexisting conditions.
Sensory sensitivity by itself is not a diagnosis of ADHD or autism.
The goal is not to attach a label to every difference. It is to understand why someone is struggling and identify appropriate support.
10. A wider responsibility for schools, healthcare services and society
Stories about children struggling to get dressed may appear small when compared with major health policy debates.
But their consequences can be significant.
A difficult morning can affect school attendance, a parent's employment, family relationships and a child's confidence.
Repeated experiences of being misunderstood may also leave people reluctant to explain their needs.
For healthcare professionals, this means asking thoughtful questions about everyday functioning.
For teachers, it means recognising that a pupil's difficulty with a uniform may be a genuine barrier to learning.
For employers, it means considering whether an apparently minor adjustment could help an employee work more comfortably and effectively.
For families, it means knowing that they can seek support without having to wait until the situation becomes unmanageable.
These are not arguments for removing all expectations or boundaries. They are arguments for making those expectations achievable.
Conclusion:
Sometimes the smallest adjustment makes the greatest difference
The BBC's reporting highlights something that medicine, education and society must continue to take seriously: experiences that seem minor to one person may be deeply distressing to another.
A child who cannot tolerate a clothing label may not need a lecture about behaviour.
They may need someone to remove the label.
A teenager struggling with a school uniform may need a practical adjustment rather than repeated punishment.
An adult who finds certain clothing overwhelming may need the freedom to choose a comfortable alternative.
Understanding sensory differences does not mean abandoning routines, education or personal responsibility.
It means recognising that people do not all experience the physical world in the same way.
Before asking why someone will not wear something, perhaps we should first ask how wearing it feels to them.
That simple question may be the beginning of a more compassionate, practical and clinically informed response.
References
Griffiths, H. (2026) ‘Why getting dressed can trigger daily meltdowns for some children’. BBC News, 19 October. Available at: https://www.bbc.co.uk/news/articles/cmkge3q5p2gqo
Jurek, L., Duchier, A., Gauld, C., Hénault, L., Giroudon, C., Fourneret, P., Cortese, S. and Nourredine, M. (2025) ‘Sensory processing in individuals with attention-deficit/hyperactivity disorder compared with control populations: A systematic review and meta-analysis’. Journal of the American Academy of Child & Adolescent Psychiatry, 64(10), pp. 1132–1147. https://doi.org/10.1016/j.jaac.2025.02.019
‘A systematic review and meta-analysis of the relationship between sensory processing differences and internalising/externalising problems in autism’ (2024). Indexed in PubMed. Available at: https://pubmed.ncbi.nlm.nih.gov/39515075/
National Institute for Health and Care Excellence (NICE) (2013, updated 2021) Autism spectrum disorder in under 19s: support and management. Clinical guideline CG170. Available at: https://www.nice.org.uk/guidance/cg170/chapter/recommendations
‘Systematic review of sensory-based interventions for children and youth (2015–2024)’ (2025). Indexed in PubMed. Available at: https://pubmed.ncbi.nlm.nih.gov/41321460/
National Institute for Health and Care Excellence (NICE) Attention deficit hyperactivity disorder: diagnosis and management. NICE guideline NG87. Available at: https://www.nice.org.uk/guidance/ng87
Equality Act 2010. UK Public General Acts, c.15. Available at: https://www.legislation.gov.uk/ukpga/2010/15/contents
About the author
Dr Emmanuel Eni Amadi, PhD, MBA, is an ADHD Clinician, GPhC-registered Pharmacist Independent Prescriber, medical scientist and Founder and Clinical Director of NeuroMetabolic Healthcare Ltd, Glasgow. His professional interests include ADHD assessment and treatment, mental health, patient-centred clinical care and the relationship between neurodevelopmental conditions and everyday functioning.
Clinical disclaimer:
This article provides general educational information and commentary. It is not a substitute for individual clinical assessment, diagnosis or treatment. Sensory differences alone do not establish ADHD or autism, and persistent or severe difficulties should be discussed with an appropriately qualified healthcare professional.
