Fidgets are small tools, like stress balls or twistable toys, that help people stay focused by keeping their hands busy. They might seem like a distraction, but research suggests that these little gadgets can improve concentration, especially for kids with ADHD who often need a bit of movement to stay engaged.
In recent years, schools have started using fidgets to support children with ADHD. These simple tools can make a difference in the classroom, giving kids a way to release energy without disrupting others. By having something to hold or move, kids can manage their need to fidget and keep their attention on the lesson.
Experts are now exploring how fidgets might help not just kids, but adults too, especially those with neurodivergent traits. There’s growing recognition that fidgets can help with focus and sensory processing challenges. Let’s look at the science behind fidgeting, the types of fidgets available, and how teachers are using them in classrooms.
Growing Interest in Fidget Tools: Examining the Evidence
Research on the effectiveness of fidget tools is still in its early stages, yet it’s important because ADHD diagnoses continue to rise, especially among children. As more people, including young students, are identified as neurodivergent, educators and parents are eager to find practical tools to support focus in learning environments.
A recent study published by the Sage Journals reviewed the available research on fidget tools, like stress balls and fidget spinners, and highlighted mixed results. Some studies suggest that these tools can improve on-task behaviour and attention for students with ADHD, while others show minimal or even distracting effects. These differences hint that the success of fidget tools may depend on factors such as the type of tool, individual needs, and classroom context.
With interest growing around non-medical supports for ADHD, researchers are keen to explore how fidget tools might provide real benefits. The studies aim to better understand which tools work best and under what circumstances. As time goes by, they will help to guide educators in making informed decisions to support neurodivergent students more effectively. As this research progresses, it could shape more inclusive strategies in classrooms, benefiting children who may otherwise struggle to manage attention and sensory needs during lessons.
How Fidgets Work: The Science Behind Fidgeting and Focus
You might think that the idea that fidgeting can help with focus seems counterintuitive, but research suggests there is a solid connection between movement and concentration. For individuals with ADHD, maintaining focus can be challenging due to differences in brain function related to attention, impulse control, and sensory processing. Fidgets offer a way to engage these senses subtly, providing the brain with a “background task” that can actually aid in keeping attention on the main activity.
The connection between movement and focus
Studies in psychology and neuroscience have found that repetitive, small movements can stimulate the brain, helping individuals remain alert. many experts believe that this type of “stimulation” can activate parts of the brain involved in focus, especially for those with ADHD, who often benefit from extra sensory input. By engaging their hands with a fidget toy, students can channel their urge to move, which may reduce the likelihood of other, more distracting behaviours like tapping, squirming, or looking around.
Self-regulation and sensory needs
Fidgets also provide a form of sensory input that helps individuals with ADHD manage their energy levels and regulate their responses. Self-regulation – the ability to control one’s behaviour and reactions – can be a challenge for those with ADHD. Fidgeting offers a way to balance sensory needs, helping children avoid feeling overstimulated or under-stimulated. In this way, a simple fidget can serve as a calming tool, grounding the user and supporting their ability to concentrate on tasks like listening to a lesson or completing schoolwork.
The science of sensory input and cognitive performance
Neuroscientific research has shown that sensory input through touch and movement can positively impact cognitive performance, especially for those who face attention challenges. The physical act of fidgeting provides a gentle, rhythmic stimulus that can enhance focus, particularly during repetitive or prolonged tasks. This is why more educators see fidgets as potentially supportive tools, not just for children with ADHD, but for anyone who finds that subtle movement helps them concentrate.
Why are schools introducing fidgets in classrooms?
Schools have started introducing fidgets as part of a broader effort to create more inclusive learning environments that accommodate the diverse needs of students, especially those with ADHD and other neurodivergent conditions. Recognising that some children benefit from sensory input to stay focused, educators are increasingly open to using fidgets as a support tool rather than viewing them as distractions.
Research into neurodiversity and sensory processing has highlighted that small, repetitive movements can help certain students regulate their energy, reduce restlessness, and maintain attention during lessons. By allowing the controlled use of fidgets, schools aim to help students engage more effectively in class activities without needing to leave their seats or resort to other, potentially disruptive behaviours. This reflects a growing awareness that traditional learning approaches may not suit everyone, and small adjustments like incorporating fidgets can play a role in helping children with attention challenges reach their potential.
Types of fidget tools and their uses in the classroom
There are many types of fidget tools designed to help individuals stay engaged, particularly in settings like classrooms where the primary focus is on listening and concentration. Each type of fidget has unique qualities that make it suitable for different situations. We’ve listed below some popular types and how they can support children with ADHD and other neurodivergent conditions in the classroom.
Handheld fidgets
Handheld fidgets are small, portable objects that students can hold and manipulate with their hands. Common examples include stress balls, fidget spinners, and squishy toys. A fidget tool can be useful because it provides an outlet for energy without being too visually or audibly distracting. Stress balls, for instance, offer a satisfying resistance when squeezed, which can be calming for children who need tactile input to stay focused. However, some handheld fidgets, like spinners, may require careful monitoring to ensure they don’t draw too much attention from other students.
Silent fidgets
In classrooms, noise can be a concern, so silent fidgets are often a practical choice. Items like putty, twistable toys, and textured objects provide a sensory experience that helps with focus but doesn’t disturb others. Theraputty, for example, is a type of soft, stretchable putty that children can knead or stretch quietly. Twistable toys allow for repetitive, calming motions that engage the hands and are easy to use discreetly. These tools are particularly helpful for students who might feel more comfortable with a quiet, low-profile way to manage their attention.
Wearable fidgets
Wearable fidgets are designed to be worn on the body, allowing students to fidget without needing to carry a separate object. Examples include fidget bracelets, rings, and even chewable necklaces. These tools are ideal for children who benefit from subtle sensory input throughout the day. Fidget rings, for instance, have small spinning elements or textured surfaces that provide a gentle tactile experience without drawing much attention. Wearable fidgets are particularly useful in environments where students need to stay hands-free, as they can engage with these items without interrupting other activities.
Desk-based fidgets
For students who need to move their legs or feet to stay focused, desk-based fidgets are a great option. These are typically small bands or foot pedals that can be attached to the legs of a chair or desk. They allow children to bounce, tap, or push against a surface without leaving their seat. Resistance bands, for example, can be stretched between the legs of a chair, providing a way for kids to engage their feet in quiet movement while they listen or work. Desk-based fidgets are particularly helpful for students who benefit from larger muscle engagement, as they provide a way to release energy without disturbing the class.
Guidelines for using fidgets effectively in the classroom
Introducing fidgets into the classroom can be highly beneficial, but it’s important to use them in a way that maximises their advantages while minimising potential distractions. With some thoughtful guidelines in place, teachers and parents can ensure fidgets serve their intended purpose: supporting focus and attention. Here are some practical tips for using fidgets effectively in learning environments. By following these guidelines, teachers and caregivers can create a structured and supportive environment where fidgets enhance learning rather than disrupt it.
Setting clear expectations
Establishing ground rules is essential for effective fidget use. Make it clear that fidgets are tools for focus, not toys. Emphasise that they should be used in ways that don’t distract others. For instance, students might be allowed to use fidgets during independent work or listening time, but they should avoid waving them around or making noise. Setting these expectations upfront can help maintain a productive classroom environment.
Choosing the right fidget for each child
Not every fidget will work for every student. Some children may respond well to soft, quiet putty, while others might benefit more from a simple fidget ring or a desk-based band. Consider the individual needs and sensory preferences of each child. For example, a child who needs a high level of tactile stimulation might benefit from a more textured or squeezable fidget, while one who is sensitive to touch may prefer something smooth and subtle. Allowing students to try different options can help identify the tools that are most effective for them.
Monitoring usage
Once fidgets are introduced, it’s helpful to observe how they’re impacting each child’s focus and behaviour. Are they enhancing attention, or becoming a distraction? If a fidget seems to be causing more disruption than support, it might be time to adjust. Sometimes a specific type of fidget isn’t a good fit, or perhaps the child needs reminders on how to use it appropriately. Regular check-ins can help ensure fidgets are achieving their intended purpose and providing the right kind of support.
Teaching responsible use
It’s beneficial to teach students to use fidgets responsibly, particularly when they’re in shared spaces. Encourage students to be aware of how their fidgeting might impact those around them. Silent or discreet fidgeting is ideal for classrooms, where attention needs to be focused on group activities or instruction. Explain that the goal is to help them stay focused without drawing attention to the fidget itself. This can help children understand that fidgets are tools for self-regulation rather than items for play.
Evaluating effectiveness
Over time, it’s essential to assess whether the fidgets are effectively supporting each child’s goals for focus and attention. Teachers and parents can periodically review whether the child is benefiting from their chosen fidget. If the tool no longer seems effective, or if the child’s needs change, be open to trying alternative fidgets or other focus-support strategies. Since each child’s requirements may evolve, this flexible approach can ensure that the support remains relevant and helpful.
Potential challenges and misconceptions about fidgets
While fidgets can be effective tools for supporting focus and attention in students with ADHD and other neurodivergent conditions, they are sometimes misunderstood. Misconceptions and challenges around fidget use in classrooms can lead to hesitation or resistance from teachers, parents, and even students. Here, we’ll address some of the common concerns and misconceptions about fidgets and offer insights into how to manage these challenges effectively.
Misconception: Fidgets are just toys
One of the most common misconceptions about fidgets is that they’re simply toys, brought into the classroom for entertainment rather than focus. However, while some fidgets may look like toys, they are actually designed with purpose. Fidgets are tools that provide sensory input and help with self-regulation, allowing students to channel their energy in a controlled way. Explaining this distinction to students and setting clear guidelines can help reinforce their purpose as learning aids rather than playthings.
Challenge: Distractions for other students
Another concern is that fidgets might distract other students. Certain types of fidgets, like spinners or items that make noise, can indeed become disruptive if not managed well. To minimise this issue, teachers can choose quieter, less visually engaging fidgets, such as putty, stress balls, or textured bracelets. Additionally, setting expectations around discreet use can help. Reminding students that fidgets should be used quietly and respectfully helps maintain a focused classroom environment.
Misconception: Fidgets work for everyone
While fidgets are beneficial for many students, they are not a universal solution. Every child has unique needs, and some may find that fidgets don’t provide the sensory input or focus support they need. For instance, some children might find tactile input helpful, while others benefit more from movement-based strategies like taking short breaks. Recognising that fidgets are just one of many tools available for focus can help teachers and parents stay flexible and open to other approaches if fidgets aren’t effective for a particular child.
Challenge: Maintaining a balance between focus and distraction
Using fidgets effectively requires a careful balance. While they can support focus, overuse or misuse may turn them into a distraction. For example, if a child becomes more interested in playing with their fidget than paying attention to their work, you might need to review how they’re using the tool. Teachers can monitor usage and step in when necessary. You can achieve this balance with regular check-ins.
Misconception: Fidgets encourage fidgeting
Some people worry about what they see as a “fidget spinner craze”, worrying that introducing such items could decrease attention spans, making children more restless. However, fidgets don’t cause fidgeting – they provide a productive outlet for natural movements that are already present, especially in neurodivergent children. Rather than amplifying fidgeting behaviours, these tools can help students channel their energy in a focused, controlled manner. By giving students a designated outlet, fidgets can reduce other disruptive behaviours, such as tapping, squirming, or shifting in their seats.
Should you use fidgets for your ADHD child?
With schools introducing fidgets, should you also consider that at home? Here are some factors to consider when deciding if fidgets might be helpful for your child.
Understand your child’s specific needs
Every child with ADHD has unique needs, so it’s essential to consider how your child responds to different types of sensory input. Some children benefit from tactile sensations, like squeezing a stress ball, while others may find silent, repetitive movements more effective, like twisting a fidget ring. Observing your child’s natural habits, such as tapping, shifting, or doodling, can give clues about what type of fidget might work best. Remember, not all children respond the same way to fidgets, so it may take some trial and error to find a tool that genuinely supports them.
Choose the right setting for fidget use
Think about where your child spends most of their time and how a fidget might fit into those environments. If they’re at school, consider quieter, more discreet fidgets that won’t disrupt classmates, like putty or a fidget bracelet. For home settings, you might have more flexibility to experiment with different types of fidgets. Discuss with your child’s teacher or caregivers to ensure consistency in expectations and to monitor how the fidget impacts their focus and behaviour in each setting.
Set expectations and guidelines
Using fidgets effectively often requires clear guidelines. Sit down with your child and explain that the fidget is a tool to help them focus and not a toy. Set boundaries around when and how they can use the fidget to prevent misuse and help reinforce its purpose. For instance, you might agree that they can use the fidget during homework or quiet activities but should keep it away when it’s not needed. Clear expectations can help your child understand that the fidget is there to support their attention rather than distract from it.
Monitor its impact over time
Think of introducing a fidget as an experiment. Watch how your child responds and note any changes in their behaviour, focus, or ability to sit through tasks. If the fidget seems to help, great! If it becomes a distraction or doesn’t seem to provide the benefits you hoped for, it might be worth looking into other strategies. Regularly assessing whether the fidget is still effective can help you make adjustments as your child’s needs change.
Consider alternatives if fidgets aren’t effective
If you feel that fidgets don’t suit your child, find other ways to support focus. For some children, frequent movement breaks, sensory-friendly seating, or simple relaxation techniques can be just as effective. Don’t feel pressured to stick with fidgets if they don’t suit your child’s needs. Focus on finding what works best for them.
Conclusion: are fidgets right for your child?
If you have a child with ADHD or other neurodivergent traits, try to make your decision with some collaboration. A great first step is to chat with their school to understand if they have a policy around fidget use. Some schools support fidgets as focus tools, while others have guidelines to ensure they’re used appropriately. Knowing where the school stands can help you decide if you’d like to support it at home.
It’s also important to remember that research on fidgets is still in its early stages. Every child has unique needs, so it’s wise to monitor results and prepare to adjust your approach.
If you notice the fidget is becoming a distraction or not delivering the intended support, try a different approach. Staying flexible and open to change can help you find strategies for supporting your child, both in and out of the classroom. if you’d like to learn more about neurodivergent sensory issues, read this blog, it will help you take other measures to support your ADHD child.
***Please be advised that the information and tips provided are intended to support your wellness journey. However, we are not licensed healthcare professionals. We strongly recommend consulting with a qualified healthcare provider before making any changes to your health or wellness routine. Your health is a personal matter, and while we aim to offer guidance, we do not diagnose or provide medical treatment.***
