Salter, HayleeMorrison, AmeliaMcCoy, HaileeFysh, Lauren2026-04-212026-04-16https://dspace.husson.edu/handle/20.500.14298/1091Sensory processing differences in children often create challenges with accessing environments and participating in community settings due to how they process and respond to sensory input. One public setting that may present challenges for these children is the public library. Public libraries are important community spaces that help support reading, learning, and social connection. However, environmental stimuli such as noise, bright lighting, visually busy spaces, and unpredictable social interactions can make it difficult for some children and their families to comfortably use these spaces. Despite growing awareness of sensory-friendly practices in community settings, there is limited research exploring parent perspectives on access to public libraries. The purpose of this qualitative study is to examine parent-perceived barriers to accessing public libraries for children with sensory processing differences and to identify environmental factors and supports to facilitate inclusive participation. Participants must be a parent or caregiver of a child who is experiencing difficulty accessing public spaces, such as a library, due to sensory processing difficulties. Participants were recruited through a voluntary online survey comprising nine open-ended parent-focused questions, distributed via social media and community groups. Survey responses will be analyzed using descriptive thematic analysis to identify common themes related to environmental barriers and facilitators. This study presents no more than minimal risk to participants. The findings of this research can inform future public library practices and community programming to prompt more inclusive access and participation for children with sensory processing challenges. Gathering parent perspectives on environmental barriers and facilitators may inform future changes to improve access to public libraries.en-USPoster