Built for pupils who need movement to learn.
Every school has pupils who find it difficult to sit still, stay focused or remain emotionally regulated during learning tasks. For some children, movement is not a distraction. It is one of the ways they organise their body and brain.
WHEAL gives that movement a place and a purpose. Pupils can pedal gently while reading, writing, drawing, using a tablet or completing independent work.
The aim is simple: help pupils stay connected to learning while meeting their need for movement.
Regulation before behaviour.
When a pupil is dysregulated, learning becomes harder. They may appear restless, distracted, avoidant, frustrated or disengaged.
WHEAL supports a regulation-first approach by giving pupils a structured way to move before movement becomes disruptive or misunderstood.
Instead of asking pupils to stop moving in order to learn, WHEAL helps movement become part of learning itself.
Where WHEAL fits in school.
WHEAL can be used across different school environments depending on pupil need, staffing and space.
- Mainstream classrooms
- SEND and learning support rooms
- Intervention spaces
- Nurture rooms
- Therapy and regulation areas
- Libraries and quiet study areas
- Alternative provision settings
- Transition spaces and waiting areas
What WHEAL may support.
WHEAL is designed to help schools support pupils who benefit from gentle movement during learning. It may support:
- Readiness to learn
- Time on task
- Engagement with classroom activities
- Calmer transitions
- Independent regulation
- Reduced restlessness
- Access to reading, writing and creative tasks
- More inclusive learning environments
Designed for therapeutic education.
WHEAL is particularly suited to schools and settings that support pupils with autism, ADHD, sensory processing differences, anxiety, emotional regulation needs and additional learning needs.
It complements existing strategies such as sensory breaks, movement plans, occupational therapy recommendations, calm spaces, classroom adaptations and therapeutic education approaches.
WHEAL does not replace professional support. It gives staff another practical tool to support regulation and participation.
Why schools may choose WHEAL.
Schools are under pressure to improve engagement, reduce disruption, support neurodiverse pupils and create learning environments that work for more children.
WHEAL offers a visible and practical way to show that movement needs are understood. It helps move the conversation away from “behaviour management” and towards regulation, access and participation.
For pupils, it can feel empowering. For staff, it can become another strategy. For parents, it shows that the school is thinking creatively about how children learn.
School pilot programme.
Schools can register interest in a WHEAL pilot to explore how movement-integrated learning works in their own environment.
A pilot can include WHEAL workstations, setup guidance, staff support, simple impact tracking and an end-of-pilot review.
Schools can look at pupil engagement, time on task, staff observations, pupil voice, readiness to learn and practical suitability across different spaces.
Explore the Pilot Programme
Movement belongs in learning.
Some pupils do not need to move less. They need movement to be understood, structured and included.
WHEAL helps schools create learning environments where movement supports regulation, engagement and access to learning.
Register Interest