How Five Senses Actually Work

Stories, signs to notice and what to do

The Grandfather Who Stopped Coming to the Table

Raghunath Kulkarni, seventy-one, used to be the loudest voice at the family dinner in Nashik. He argued about cricket, teased his grandchildren and told the same jokes every Sunday. Over about a year, he grew quiet. He sat in his chair with the television on very loudly, and when guests came he went to his room.

His daughter Vandana first thought he was sulking, or that age was making him gloomy. Then she noticed small things. He said 'what?' often, answered questions that had not been asked, and stopped answering the phone. One evening she saw him smile politely at a conversation he clearly could not follow, and her heart sank. He had not lost interest in the family. He could no longer hear them.

With some gentle coaxing, she took him to an ear specialist. The tests showed that the tiny hair cells in his inner ear, which pick up different pitches, had worn down with age. He was fitted with hearing aids and was patient with the first awkward weeks when everything sounded too sharp. A month later, he was back at the table, correcting his grandson's cricket facts. The low mood that had settled on him lifted with the conversation.

Vandana later said the hardest part was realising she had been reading a body problem as a character change.

How to recognise it

• Withdrawal from conversation, parties or phone calls that used to be enjoyable.
• Asking people to repeat things, turning the television up, or giving answers that do not fit the question.
• Irritability, sadness or tiredness that builds slowly over months, often after a long day of straining to listen.
• Ringing or buzzing in the ears (tinnitus), which can go with low mood or worry.
• Family starting to say the person is 'difficult', 'forgetful' or 'depressed' when hearing may be the first thing to check.

What this story explains

Hearing loss can quietly cause isolation, low mood and even look like memory decline, as the chapter describes under the hearing section. Checking the sense organ first can change the whole picture.

Probable root causes

• Age-related wear of the hair cells in the inner ear (cochlea).
• Long exposure to loud noise, ear infections or earwax build-up.
• Embarrassment, which makes people hide the problem and avoid company.
• Social isolation that then feeds low mood and may speed up thinking and memory problems.

What to do

1. Notice the pattern and speak kindly about it in private, not in front of guests.
2. Arrange a hearing test with a qualified ear specialist or audiologist.
3. If a device is advised, help with the adjustment period and encourage daily use.
4. Include the person in conversations by facing them, speaking clearly and reducing background noise.
5. If low mood, worry or memory complaints continue even after hearing is corrected, arrange a general health and mental health check.

Whom to consult

• Family doctor or ear, nose and throat specialist first, as soon as hearing difficulty is noticed.
• Audiologist for a proper hearing test and, if needed, hearing aids.
• Psychiatrist or counsellor if sadness, hopelessness or withdrawal continue beyond a few weeks after hearing is treated.
• Neurologist or memory clinic if memory problems persist or worsen.

Do and don’t

How to behave and communicate

• Use a calm, warm tone: 'Papa, I miss talking with you. Would you come with me to have your ears checked?'
• Get their attention first by a light touch or by saying their name before you speak.
• Repeat in different words rather than the same sentence louder.
• Listen for the feelings behind the withdrawal, such as shame or loneliness, and name them kindly.
• Share what you have noticed without blame: 'I think you have been missing a lot of what we say.'

The Dark Months in Helsinki

Aino Virtanen was twenty-three when she moved from Chennai to Helsinki for her master's degree. September was beautiful. By November the sun rose late and set by mid-afternoon, and she walked to the university and back in near darkness. She began to sleep ten hours and still wake exhausted. She craved sweet food, skipped lectures and stopped replying to messages from home.

She told herself she was homesick and weak. Her flatmate Katja, who had grown up there, saw it differently. 'Every winter I feel it too,' she said. 'Lack of light changes my mood. Come outside at noon with me.' They began a daily short walk at midday, even in grey weather. Katja also showed her a bright light lamp, which a university nurse had suggested to students.

Aino still found some days heavy. After three weeks, the nurse listened to her story and referred her to the student health service, where she was assessed properly. She learned that the winter pattern was real, that it had a name, and that it could be treated with daylight, routine, sleep regulation, talking support and, if the doctor judged it necessary, other treatment.

By March, as the light returned, she felt like herself again. She also kept a note in her phone, a plan for the next autumn, so she would not have to meet the dark unprepared.

How to recognise it

• Low mood, heavy tiredness and oversleeping that begin in the same season each year, usually the darker months.
• Craving for sweet or starchy food, weight gain and loss of motivation.
• Loss of interest in friends and activities that are normally enjoyable.
• Mood tends to lift in brighter weather or when the season changes.
• Symptoms lasting more than two weeks and affecting study, work or relationships.

What this story explains

Light entering the eyes affects body clocks and mood, so seasonal changes can bring Seasonal Affective Disorder, as the chapter's sight section notes. Seeking light, routine and professional help works better than blaming oneself.

Probable root causes

• Reduced daylight disturbing the body clock and the brain chemicals that regulate sleep and mood.
• Moving to a new country, new climate and being away from family support.
• Less outdoor movement and less social contact in cold, dark weather.
• Possible personal or family history of depression.

What to do

1. Go outdoors in daylight each day, ideally in the morning or at midday, even for fifteen minutes.
2. Keep fixed times for sleeping, waking and meals.
3. Stay in contact with friends and family, and plan social activities in advance.
4. Move your body daily; a walk, stretching or a class counts.
5. Speak to a doctor or student health service if low mood lasts more than two weeks, and ask about light therapy and other options.

Whom to consult

• Family doctor or student health service if low mood lasts two weeks or more.
• Psychiatrist or clinical psychologist if the low mood is severe or the pattern repeats each year.
• Eye doctor if low light, glare or vision changes are part of the problem.
• If you ever have thoughts of ending your life, contact the local emergency number or go to the nearest hospital straight away.

Do and don’t

How to behave and communicate

• Say it kindly: 'You seem to be struggling every winter. Let's work out what would help.'
• Avoid 'just cheer up'; try 'That sounds really heavy. I am here.'
• Invite rather than push: 'Come for a walk with me at noon?'
• Listen without fixing, and ask what the worst part of the day is.
• Check in regularly during the dark months, not just once.

Mihir and the Scratchy Shirt

Mihir, seven, cried every morning about his school uniform. 'It scratches! The tag is stabbing me!' His parents in Ahmedabad thought he was making excuses to skip school. His teacher noticed other things: he covered his ears in assembly, refused to join in finger painting, and ran from the canteen because of the smell of frying.

One night his mother Pooja sat with him instead of arguing. She asked him to tell her what the shirt felt like. He said, 'like tiny ants'. She realised he was not lying. For him, ordinary touch, sound and smell seemed to arrive far louder than for others. His brain was not sorting these signals the way most children's brains do.

The school counsellor suggested a developmental check with a paediatrician, who found no serious illness but referred Mihir to an occupational therapist. She taught him calming activities, such as firm pressure hugs, a chewy snack, and a quiet corner at school. His mother cut out the tags and bought soft cotton shirts. His teacher let him wear soft headphones in noisy assemblies.

Slowly, mornings improved. Mihir learned words for what he felt: 'too loud', 'too scratchy', 'I need a break'. He was not being naughty. His senses needed some help.

How to recognise it

• Strong reactions to clothing tags, textures, loud sounds, bright lights or smells that others barely notice.
• Meltdowns or refusal at certain times and places, such as noisy canteens or crowded markets.
• Seeking extra input, such as spinning, crashing, chewing or pressing hard on things.
• Avoiding messy play, certain foods or hair-washing.
• Patterns that continue for months and affect school, meals, sleep or friendships.

What this story explains

The chapter's section on sensory integration shows how the brain combines signals from the senses, and how touch, sound and smell may be processed differently in some people. Understanding this turns 'bad behaviour' into a need for support.

Probable root causes

• Differences in how the brain organises and filters sensory information, which often run in families.
• Developmental conditions such as autism or attention difficulties, where sensory differences are common.
• Anxiety, which can make senses feel sharper.
• Tiredness, hunger or a stressful environment that lowers tolerance.

What to do

1. Observe and note what triggers distress: textures, sounds, crowds, smells.
2. Ask the child to describe it in their own words, and believe what they say.
3. Make small changes at home: soft clothing, labels removed, predictable routines.
4. Talk to the teacher so the school can allow breaks, quiet spaces or ear protection.
5. Seek a developmental assessment if the difficulties are daily and affecting life.

Whom to consult

• Paediatrician or family doctor to rule out hearing, vision or other physical problems.
• Occupational therapist for sensory strategies and activities.
• Child psychologist or developmental specialist if there are wider difficulties with communication, attention or behaviour.
• School counsellor to plan helpful adjustments in class.

Do and don’t

How to behave and communicate

• Use a quiet, steady voice: 'That sounds really uncomfortable. Let's find a better one.'
• Offer words for feelings: 'Is it too loud, too scratchy or too bright?'
• Give a calming option rather than a command: 'Do you want a break in the quiet corner?'
• Listen fully before explaining or correcting.
• Tell the child you are on their side.

This book is for education and general awareness. It does not replace diagnosis or treatment by a qualified professional. If anyone is in danger, contact your local emergency services.