Sensory processing sensitivity (SPS) is a trait characterized by stronger sensitivity to the environment, both for better and for worse. The present study used the Self-Determination Theory (SDT) to judge this environment in terms of basic psychological needs met in a school context. This study aimed to gain insights into the moderating role of SPS in the relationship between students' need satisfaction, motivation and behavioral engagement. A total of 1253 primary school students aged 8 to 13 participated. All students completed questionnaires assessing the degree of SPS, need satisfaction (autonomy, competence and relatedness), motivation (intrinsic, extrinsic and amotivation) and behavioral engagement. Results revealed that SPS did not moderate the relationship between need satisfaction and motivation or the relationship between need satisfaction and behavioral engagement. Our findings show that SPS does not appear to influence the positive or negative effects of the degree of need satisfaction. All students benefit from higher need satisfaction, including those with stronger SPS.