The Essential Nature of Fidgeting & Stimming: Why Neurodivergent Students Need to Move to Learn
When a student taps their pencil or rocks in their chair, our first instinct might be to redirect them. But what if that movement is the very thing helping them focus? Research shows that fidgeting and stimming are essential self-regulation strategies for neurodivergent students—yet classrooms often treat these behaviors as problems to fix. Here’s how teachers can shift from compliance to empowerment, with simple changes that make a profound difference.
What Science Tells Us
Fidgeting improves focus (especially for ADHD):
Studies show movement increases blood flow to the brain, helping students with ADHD sustain attention during challenging tasks (Hartanto et al., 2016).
Translation: That kid tapping their foot? They’re not ignoring you—they’re trying to listen.
Stimming reduces anxiety (Key for Autistic Students):
Repetitive behaviors like rocking or doodling (self-stimulating) help autistic students manage overwhelm and regulate their emotions and attention (Kapp et al., 2019).
Translation: Asking them to stop is like taking away a life jacket in deep water.
Asking students not to move can lead to more disruption:
Restricting fidgeting often leads to more disruptive behaviors as students seek other ways to cope (Rapport et al., 2009).
Ok, so that's the research - but how to do we actually implement this in a class of 25+ students?
Practical Strategies for An Inclusive Classroom
✅ "Stealth Fidgets"
Offer stress balls, velcro strips under desks, or doodle paper. Tip: Co-create rules (e.g., "If it distracts others, we problem-solve together").
✅ Flexible Seating
Let students stand, sit on floor cushions, or use wobble stools—especially during independent work. Tip: this is an opportunity to teach students about considering the needs of others also (e.g., "If you choose to stand, please ensure everyone else can still see").
✅ Movement Breaks
Build in 30-second "wiggle breaks" during transitions (e.g., "Shake out your arms and legs").
✅ Normalise Stimming
"It's wonderful to see how everyone takes care of their own bodies and needs, I love seeing your curiosity about this and learning about your body and brain"
Some (totally understandable) Concerns
"Won’t this distract other students?"
Most kids ignore peers’ fidgets when they’re normalized and non-disruptive (Graziano et al., 2019). This may take a little time - how you model this will be powerful.
"But they need to learn ‘real-world’ expectations!"
Adults stim too (clicking pens, jiggling knees). We’re teaching self-awareness, not compliance.
Like any change, it can take a little while for everyone to adjust (including you). It's healthy to normalise this - and you may even wish to share with students that you too have been discovering more about all the wonderful different ways our bodies and brains like to move, listen and learn. Setting expectations around the importance of ensuring everyone has their space to listen and learn - and therefore it can take some conversations and reflections for everyone to work together - is essential.
In summary
When we allow regulated movement, we’re not lowering expectations—we’re removing barriers to learning. It takes courage to make a change, know that in doing so - you're taking important steps towards all children feeling safe to be as they are and to access education without expending a lot of wasted energy on trying to conform.
