Steal My Scripts: 20 Simple Ways to Build Interoception in Everyday Life

Interoception is one of those skills we talk about a lot in occupational therapy — but what does it actually look like in everyday life?

It can be as simple as helping a child notice:

"My tummy feels rumbly."
"My body feels really hot."
"My heart is beating fast."
"My muscles feel tight."
"I think I need a break."

Interoception is our sense of what's happening inside our bodies. It helps us notice internal body signals and, over time, make sense of what those signals might mean and what our body might need.

But here's the thing: we don't need to turn interoception into another lesson.

Some of the best opportunities to build interoception happen during the ordinary moments that are already part of our day.

Why is interoception important?

Our bodies are constantly sending us information.

A rumbling tummy might tell us we're hungry. A dry mouth might tell us we're thirsty. Heavy eyes might tell us we're tired. Tight shoulders might be a sign we've been concentrating for a long time. A racing heart might happen when we're excited, nervous, angry — or have just run across the playground.

For some children, noticing, interpreting and making sense of these signals can be more difficult.

And that's where our language and modelling can help. We can help children build connections between their body signals, what those signals might mean, and what their body might need.

Importantly, though, there isn't always one correct interpretation of a body signal.

A racing heart doesn't automatically mean a child is anxious. A child moving around doesn't automatically mean they need to calm down. And feeling tired doesn't always mean they need to stop.

Our job isn't to decide what a child's body is telling them. Our job is to help them become curious about their own body.

20 scripts you can steal

You don't need special equipment, a worksheet or a separate interoception program. Just use the moments that are already happening.

1. Getting ready in the morning

Try: "Before we get ready, let's check in with our bodies. Do you notice anything your body might need this morning?"

Or simply model your own: "I'm noticing my body feels really tired this morning. I think I need some water before I get started."

This gives children an opportunity to notice things like tiredness, hunger, thirst, needing the toilet, feeling cold or warm — and connect those signals with what their body might need.

2. After running at school

Instead of: "You're out of breath. You need to calm down."

Try: "Your heart is beating really fast after running. Can you notice what your chest feels like?"

You're helping them notice how their body changes with movement.

3. Before eating

Try: "I'm noticing my tummy is starting to feel hungry. What are you noticing in your tummy?"

There's no need to expect a particular answer. You're simply giving them an opportunity to check in.

4. During a long classroom task

Try: "We've been sitting and concentrating for a while. I'm noticing my shoulders are getting a bit tight. I wonder what your body is noticing?"

You're modelling your own body awareness without telling them what they should be feeling.

5. When a child asks for a drink

Try: "You noticed you wanted a drink. What did your body feel like that helped you know?"

This turns an everyday request into an opportunity to connect a body signal with a need.

6. Coming inside from the playground

Try: "Your body has just been running around outside. Let's notice what has changed in your body now that we've stopped."

You might notice breathing, heart rate, temperature, muscles or energy.

7. When a child says they're tired

Try: "What does tired feel like in your body?"

If they aren't sure, you could offer choices: "Do your eyes feel heavy? Does your body feel slow? Do your muscles feel tired?"

You're helping build body vocabulary — not giving them an answer.

8. Before a transition

Try: "Before we move on, have a quick check of your body. What are you noticing right now?"

This can become a simple routine throughout the day. And remember — a child saying "I don't know" is completely okay.

9. When a child is getting frustrated with their work

Try: "I'm noticing your hands are squeezing really tightly. I wonder what the rest of your body is doing."

Rather than immediately saying "You're frustrated," you're helping them notice the physical sensations that might accompany an emotion.

10. When a child keeps getting out of their chair

Try: "I'm wondering what your body is looking for. Are you noticing lots of energy, a wriggly body, or something else?"

This shifts the conversation from "Why can't you sit still?" to curiosity about what the body might need.

11. When it's a hot day

Try: "It's really warm today. What are you noticing in your body when you're hot?"

You might talk about sweaty skin, flushed cheeks, thirst, feeling heavy or wanting to move somewhere cooler.

12. Before a test or performance

Try: "Sometimes our bodies give us lots of information when something feels important. What are you noticing in your body?"

A racing heart doesn't have to be labelled as anxiety. The child gets to notice and interpret their own experience.

13. When a child says, "I don't know"

This one is important.

Try: "That's okay. Sometimes body signals are really hard to notice. We can keep practising."

Interoception isn't something every child will be able to access easily. We don't need to turn every body check-in into a test.

14. When a child is chewing their shirt, pencil or sleeve

Try: "I noticed your mouth is looking for something to do. What does your mouth feel like right now?"

This can open up curiosity around oral sensations without immediately trying to stop the behaviour.

15. During a movement break

Instead of simply saying: "Time for a movement break!"

Try: "Let's notice what our bodies feel like before we move. Then we can check again afterwards and see what's changed."

Movement becomes an opportunity to notice the body — not just something we use to manage behaviour.

16. During the bathroom routine

Try: "Before you finish, let's check your body. Does your tummy feel finished, or does it feel like there's still something there?"

Toileting involves noticing subtle internal signals that aren't always easy to recognise or interpret.

17. Packing up at the end of the day

Try: "It's the end of the day. What's your body telling you right now?"

You might hear: "I'm tired." "I'm hungry." "I have heaps of energy." "My head feels full." All of those answers give us useful information.

18. When getting ready for sleep

Try: "Let's notice what your body feels like right now. Are your muscles relaxed, tight, heavy, wiggly or something else?"

This isn't about making a child "calm." It's about helping them notice their current body state.

19. After a busy environment

Try: "That was a really busy space. What are you noticing in your body now that we're somewhere quieter?"

You might notice things like headache, tiredness, changes in breathing, muscle tension or feeling full of energy.

20. Model your own body awareness

This might be the most powerful script of all. Say it out loud.

"I'm noticing my shoulders are really tight. I've been at my computer for a long time."
Or: "My brain feels a bit foggy. I think I need to get up and move."
Or: "My tummy is rumbling. I think I'm hungry."

You're showing children that noticing our bodies is something we all do. Not something that is only taught to children who are struggling.

And remember…

Interoception doesn't need to be another lesson. It can happen in the little moments that are already part of our day.

Small prompts. Everyday moments. Lots of opportunities to notice.

We're not looking for the "right" answer. We're giving children opportunities to notice, identify and connect with their own body signals.

And sometimes we don't even need to ask, "What do you notice?" We can:

  • Point out a body signal.
  • Offer choices.
  • Model our own.
  • Connect a sensation with a need.
  • Help children work out what their body might need.

No big lessons. Just lots of little moments to build body awareness.

One final thought

Interoception isn't about getting children to respond to their bodies in the way we think they should. It's about helping them develop a relationship with their own body.

The more we can make space for noticing, curiosity and connection, the more opportunities children have to understand their own internal experiences.

So don't worry about finding the perfect script. Steal one. Try it tomorrow. And see where the everyday moments take you.

Every card in our Ready for Yoga deck includes an interoceptive prompt, helping children notice, name and respond to what's happening in their body through movement — the same kind of everyday noticing this post is all about.

Available as a hardcopy deck or an instant digital download for telehealth, therapy sessions and busy days.

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