A Multisensory Mind: Exploring the Learning Experiences of Primary School Children with Synaesthesia

About the Project

Synaesthesia is a neurological condition in which stimulation of one sensory pathway leads to automatic, involuntary experiences in another sensory pathway. For instance, individuals with synaesthesia, known as ‘synaesthetes,’ may hear colours, taste sounds, or see letters as distinct colours (Simner, 2019: 2). While often perceived as a curiosity, recent research has started to explore how this unique blending of senses may influence cognitive processes such as memory, perception, and learning. Given that synaesthesia affects approximately 4% of the population, it is significant for education, as understanding its impact could help teachers better support neurodivergent learners. This understanding may unlock both challenges, such as sensory overload, and strengths, such as enhanced memory, in the classroom, making synaesthesia a relevant focus for developing inclusive teaching practices.

This doctoral study builds on previous work by the supervisors (Sewell, Kington & Davies, 2024; Sewell & Kington, forthcoming) to investigate the lived learning experiences of primary school children (aged 9-11yrs) who experience synaesthesia. Despite growing awareness of synaesthesia in neuroscience and psychology, little is known about how it influences educational experiences, particularly in early childhood settings. Using qualitative approaches, the study will seek to understand how synaesthetic perceptions shape children's engagement with learning, their interactions with peers and teachers, and their sense of identity within the classroom.

The successful candidate will be required to consolidate their methodological approach derived from a review of existing literature, along with discussions with supervisors. However, it is proposed that the project will adopt a mixed methods approach utilising a combination of data collection tools (e.g. interviews, observations & questionnaire surveys) with synaesthetic children, parents and educators. Appropriate analytic techniques will be employed to identify patterns in how synaesthesia affects cognitive processing, emotional responses, and social dynamics in learning environments.

The study seeks to contribute to inclusive education by highlighting the unique strengths and challenges faced by synaesthetic learners. It will offer practical recommendations for educators to better support these children through differentiated instruction, sensory-aware pedagogy, and enhanced teacher training. Ultimately, the research aims to foster greater understanding of neurodiversity in primary education and advocate for learning environments that celebrate perceptual differences.

Supervisory Team

• Director of Studies: Dr Alexandra Sewell
• Supervisor: Prof Alison Kington
• Research Group: Social Psychology of Education

Application Process

To begin the application process please go to: https://www.worc.ac.uk/research/research-degrees/applying-for-a-phd/.

The Interview

All successful applicants will be offered an interview with the proposed Supervisory Team. You will be contacted by a member of the Doctoral School Team to find a suitable date. Interviews can be conducted in person or over Microsoft Teams.

For further information or an informal discussion on this project, please contact: Dr Alexandra Sewell a.sewell@worc.ac.uk