ICE Live 2026: Designing VR Therapy

Charli Howe, ADINJC General Council

Introduction

Another standout session at ICE Live came from Rebecca Gill, who took us through the evolving journey of Virtual Reality Therapy.

Crucially, she focused on how we can make VR safe, ethical and effective for everyone, not just the “average” user.

The SPARK Framework

Rebecca’s work recognises a critical truth supported by growing evidence: People experience VR very differently. Factors such as sensory sensitivity, neurodiversity, trauma history, age and physical comfort all shape how immersive technology is perceived and processed.

Without thoughtful design, VR risks excluding the very people it aims to support. To address this, Rebecca introduced SPARK. This is a practical, person-centred framework for delivering VR responsibly.

S – Sensory Exploration

Sensory exploration focuses on understanding what the experience feels like, not just what it shows.

Research suggests that between 20% and 40% of VR users experience some level of cybersickness, including nausea, dizziness or headaches. This is particularly common when motion, visual flow and vestibular cues are misaligned.

Sensory overload can also increase stress, anxiety and disengagement, especially in road safety contexts where environments are already complex and emotionally charged.

Rebecca emphasised the importance of asking learners upfront about:

• Sensory sensitivities
• Triggers such as bright lights, loud or sudden noises
• Physical comfort and tolerance levels

Simple adjustments, such as offering a fidget toy, reducing volume, controlling brightness or slowing movement, can significantly reduce distress.

Creating a low-demand environment and allowing learners to preview what they are about to experience before full immersion supports psychological safety and informed consent.

Accessibility is not an add-on. It is a foundation.

P – Personalised Experiences

Personalisation is one of VR’s greatest strengths and one of its most underused features.

By identifying what an individual needs to feel supported, facilitators can put coping strategies in place before challenges arise.

Evidence from therapeutic and educational VR shows that personalised experiences reduce anxiety, resistance and shutdown. This increases the likelihood of meaningful engagement.

Key principles include:

• Starting where the individual feels comfortable
• Gradually introducing challenge
• Reflecting on experiences and adapting sessions over time

When VR connects to a learner’s personal goals and values, it becomes more relevant and more effective.

Used in this way, VR does not replace an intervention. It strengthens it.

A – Adaptive Engagement

Flexibility is not just good practice, it is a safety feature.

VR sessions should typically last between 5 and 30 minutes, depending on the individual. Longer sessions increase fatigue, sensory overload and discomfort. Studies show that attention and learning quality often decline after prolonged immersion.

Rebecca highlighted an important reminder: behaviour is communication.

Facial expressions, body language, posture and movement all signal how someone is coping.

VR should be designed for nervous systems, not for a generic “user”.

This means:

• Reading the room, not the script
• Responding in real time
• Pausing to check in, reflect and adjust

Conversation, feedback and reflection during and after the experience help relieve stress, restore engagement and consolidate learning.

R – Resilience Building

Resilience is built through choice, not performance.

In road safety education, for example, sitting through a 30-minute VR experience may be overwhelming for some learners. Completing the session isn’t always the right measure of success.

Success might instead look like:

• Observing traffic calmly
• Identifying hazards
• Discussing safer options and decision-making

VR can be especially valuable for learners who struggle with perspective-taking. By safely exploring different viewpoints, individuals can build empathy, awareness and confidence without the real-world risks.

K – Key Moments

One of the clearest messages from the session was this:

“VR without reflection is entertainment”

Empowerment and independence come from guided reflection and feedback.
Identifying key moments within the experience and unpacking them together, is where insight, understanding and behaviour change begin.

Without this step, VR remains a novelty rather than a learning tool.

SPARK in Practice: Safety Essentials

Delivering VR safely requires robust systems and skilled professionals.

Rebecca outlined essential safeguards, including:

• Clear legal responsibility and whistleblowing policies
• Online safety with controlled access throughout sessions
• Age-appropriate use, considering physical and emotional risk factors
• Regular breaks, typically every 15 to 20 minutes
• Formal risk assessments
• A strong focus on emotional wellbeing, supported by trained and experienced staff
• Additional assessments where needed, including medical or individual considerations

Organisations such as the NSPCC and the Child Safety Initiative provide guidance on headset sizing, supervision and safeguarding.

What We Can Start Straight Away

Create a Sensory Checklist

A sensory checklist helps identify risks before they become barriers. It can be quick, simple and highly effective.

Some key areas to feature in your checklist include the following:

Motion and Nausea

Ask about motion sensitivity, previous VR experiences and susceptibility to dizziness. Adjust movement speed, reduce simulated motion or choose static experiences where appropriate.

Comfort and Control

Some learners regulate better with tactile input. Offering options such as a fidget toy, seating choices, or the ability to stand or sit can reduce anxiety and increase focus.

Volume Control

Loud or sudden sounds can be overwhelming. Allow learners to control volume themselves to support autonomy and comfort.

Brightness Control

Bright or high-contrast visuals can trigger headaches or sensory overload. Giving users control over brightness supports comfort and accessibility.

Safety and Autonomy

Learners should always know they can remove the headset immediately. This sense of control significantly reduces anxiety and increases trust.

Build Pause Protocols into Every Session

Pause protocols normalise stopping, checking in and adapting. These can reduce pressure to ‘push through’, support emotional regulation, and encourage greater communication.

Pausing should be framed as a strength, not a failure.

Redefine Success in Your Evaluations

Traditional measures often include:

• Completion rates
• Time spent
• Task performance

These do not always reflect meaningful outcomes.

Success might instead include:

• Increased confidence
• Improved awareness
• Willingness to engage
• Quality of reflection and discussion

Redefining success ensures evaluations reflect human outcomes, not just technical ones.

Key Takeaway

The central message from Rebecca Gill’s session was clear and empowering.

‘VR can be accessible to anyone when it is designed and adapted to complement individual needs.’