01
Sensitivity without label
Sensory processing sensitivity is a trait, not a disorder or a deficit.
A PROJECT FOR →
Schools
Families
Research team
Education professionals
Applied research · 2026
Applied research project
Research
that understands.
Sensitivity
that transforms.
Research that understands. Sensitivity that transforms.
ASSMA is aimed at adolescents enrolled from Year 6 of primary education to Year 4 of compulsory secondary education and examines how sensory processing sensitivity relates to mental health, risk factors and protective factors in the educational context.
Year 6 to Year 10
target population
4 × 30 min
short sessions
Aggregated data
responsible feedback
What research tells us about adolescence.
EVIDENCE + LITERATURE REVIEW · 2022–2025
15–20%
of the general population shows high sensitivity traits
< 14
mean age of onset for many mental health difficulties
6,000
adolescents planned in the project sample
4×30′
short sessions integrated in the school routine
WHY ASSMA EXISTS
ASSMA does not diagnose.
It generates evidence
on how sensitivity
and context shape
adolescent mental health.
a
ASSMA team · Applied research in schools
Learn about the project
THE PROJECT
What ASSMA is.
ASSMA examines the relationship between sensory processing sensitivity and mental health in school-aged adolescents. Its aim is to generate useful knowledge that helps us better understand how family, school and personal context influence this stage.
The project is designed to produce evidence that can strengthen prevention, educational guidance and early support, without presenting the platform as an automatic diagnostic system.
At a glance
- Aimed at adolescents from Year 6 of primary education to Year 4 of compulsory secondary education.
- Implemented in schools through short, coordinated sessions.
- Focused on risk and protective factors with educational and preventive value.
Access points.
students and the project team enter through the platform access, while the recommended public channel for information and participation is direct contact with the team.
Access the platform
HOW WE UNDERSTAND SENSITIVITY
Project principles.
02
Context before diagnosis
Family, classroom and bonds matter as much as the trait. Without context the reading is incomplete.
03
Family information
Participation always requires clear information and explicit authorisation.
04
Aggregated data
Public feedback from the project is always shared in aggregated form.
05
Professional reading
Results are interpreted by professional teams at the school and at the project.
06
Everyday prevention
The focus is on prevention and early support, not on crisis response.
07
Collaboration across roles
Leadership, tutors, counselling and families coordinate.
08
Careful confidentiality
Access is restricted to the team and the authorised school.
09
Explicit ethical framework
References GDPR and research with minors.
10
Public commitment
Research findings are returned to the education community.
PAS ESPAÑA RESOURCE
Emotional Wellbeing Decalogue for Schools
ASSMA can use this PAS España resource as a complementary awareness framework for schools interested in emotional wellbeing, coexistence and neurodiversity.
The decalogue is presented as an institutional commitment and educational resource; it does not replace the ASSMA research methodology or add automatic diagnosis.
Available seals
A QUIÉN VA DIRIGIDO
Who it is for.
The public site is mainly intended for people who need to understand quickly whether ASSMA fits their school, their educational role or a possible collaboration.
School leadership and educational teams
To assess school participation, session planning and the project's relevance within tutoring and educational guidance.
Tutoring, counselling and professionals
To learn about a research approach applied to prevention, the identification of risk and protective factors, and early support in adolescence.
Collaborators and interested organisations
To explore institutional collaboration, responsible dissemination of the project or future lines of research and transfer.
METHODOLOGY
How it is carried out in schools.
Four steps coordinated with the school team.
Voluntary participation
Coordinated with the school
Aggregated data
01
Preparation
Institutional coordination, planning and preparation of the digital administration.
02
Short sessions
Several short classroom sessions, with an indicative plan of four sessions of around 30 minutes.
03
Analysis
Study of the relationship between sensitivity, mental health and contexts of risk and protection.
04
Feedback
Aggregated results and general guidance for schools, families and professionals.
Important.
ASSMA does not present the assessment as an automatic diagnosis. Its public purpose is to generate rigorous knowledge and to support prevention and guidance with due care.
PARTICIPATE
How a school can participate.
Participation is planned in coordination with each school, through a structured and brief process that fits the school setting.
Step 1
Initial contact
The school requests information and the team clarifies the scope, requirements and fit of participation.
Step 2
Coordination with the school
The process is organised with school leadership, tutors and counselling staff, together with family information and the relevant authorisations.
Step 3
Implementation and feedback
The project is carried out in the school and includes feedback of aggregated results and general guidance.
Recommended action
If you would like to assess your school's participation or request further information, the available public channel is direct contact with the research team.
Project email
moibemo@ull.edu.es
PRESENTATION
A short overview of the project.
If you prefer an audiovisual explanation, here is a short presentation of ASSMA.
Watch on YouTubeEXPECTED VALUE
What value it may provide.
ASSMA's public value lies in offering a serious basis for better understanding adolescence, educational contexts and prevention with empirical support.
01
For schools
Guidance and aggregated results that help place prevention and early support more appropriately within the school context.
02
For families and professionals
A clearer framework for discussing sensitivity, emotional wellbeing and protective factors without stigma.
03
For research
Specific evidence in school-aged adolescent populations that can inform future work and collaboration.
Recommended next step:
request information if you are considering your school's participation or if you would like to know the project better.
IN PARTNERSHIP WITH UNIVERSITIES AND ORGANISATIONS
