As someone who has worked with learners AND has ADHD herself, I know a thing or two about inattention and hyperactivity. When I was teaching in the classroom, I was helping my students daily redirect their energy towards an activity to help them refocus and ground themselves for learning. Most days myself I am utilizing strategies I have found myself to help me get back to a place where I can access learning and creating.

Whether you work with or care for high-energy kids (or are one yourself) or not, I know you have all had these days. There are just some days where things get done without much intervention, and other days it’s like pulling teeth to manage the energy. But there’s hope! Research supports the use of “fidgets” and “movement breaks” (check out these research articles here, here, and here) as preventative strategies and interventions as they relate to behavior, attention, and memory.

There are many different ways you can help support those who are fidgety. There are lots of sensory strategies to help students with their “wiggles”. So, let’s dive into the world of sensory tools, also known by me as “fidgets.”

What Are Fidgets?

“Fidgets” are strategies or tools used to help self-regulate. They help someone in a variety of ways, depending on their needs and the type of fidget being used, such as: maintain focus/attention, to calm/soothe, to alert or stimulate, or to “ground” or provide sensory input. There are fidgets of all different materials, colors, shapes, sizes, and uses. Generally, people think of “hand fidgets” when they think of the term fidgets, or items you can play with in your hand. Think: Fidget Spinners. These are wonderful strategies for many kids, but there are a variety of different types of fidgets out there worth checking out.

Types of Fidgets

As mentioned above there are all different types of fidgets. Lots of different companies sell products aimed toward teachers and therapists- marketing their toys/items as “fidgets.” However, I must say that some of the best fidgets I’ve ever found have been little toys at the dollar store, putty I found in my niece’s Easter basket (don’t worry – I asked first!), or pieces of fabric/materials from old clothes or bags. It all depends on the types of fidgets you are looking for and which ones work for you and/or your learner. Once you become well-versed in the World of Fidgets, the easier it will be to find fidgets for your needs.

Below are some common fidgets I’ve seen teachers use in their classrooms:

When To Use Fidgets

In my classroom, fidgets were provided non-contingent, meaning my students could ask to use a fidget at any point, or help themselves from my fidget bin. I want students to be able to have access to supportive strategies throughout the day – I want them to advocate for their needs!

Many students benefit from using fidgets to help them focus during lessons. Notice the student who is doodling in her notebook when you are lecturing? Or the student who is gnawing on the cap of his pen? These students are looking for some sort of input or sensory tool to use to help them concentrate. This is where fidgets come in! It’s also worth noting that, for many, something as innocuous as “doodling” may in itself, be fidget enough. As long as the student is able to attend (even if not looking like their attending), leave well enough alone.

Managing Fidgets

Fidgets can be fun, but it is important to that you, the educator or parent, as well as the learner, view these as “sensory tools” or “strategies.” Fidgets do not work for all students – many students, depending on their needs, will not benefit from having a stress ball in their hands during a lesson, as they will become distracted. It’s all about Trial-and-Error and knowing yourself the learner (or yourself if this is for you!).

That being said, some students will take advantage, or will choose fidgets that are inappropriate for their needs or the situation (want to use a finger puzzle when they need to do finger painting). From the start of school, when I’m teaching students how, when, and why to use fidgets (as we would with any other part of our classroom/school day), I instruct them that teachers have the final say. At any point, a teacher can redirect the student from the fidget activity, change the fidget, or deny a fidget. I explain that, as teachers, we are experts at using fidgets – we know which fidgets will work best for which students, and we are especially good at figuring out who is using the fidget to help them, and who is using a fidget for fun. This works well with younger grades, as they buy into this mentality more, but can be tailored for upper grades as well. Establishing these rules and sense of responsibility from the beginning really starts the year off strong. Just like any routine, students will test it out the first several weeks of school (or first several weeks from when you introduced it), but allow time, patience, and support, and you will be amazed at how useful these tools can be!

Want more?

Want to incorporate these strategies into your classroom? Check out my Fidget Break cards and implement the techniques above. These cards can help to refocus yourself or your learner when in need of a movement break and get them back on track. These activities are very beneficial for students with ADHD, Sensory challenges, Autism, and other developmental and intellectual disabilities.