Imagine trying to focus on a complex task while your body feels a powerful urge to pace, jump, or tap. For many neurodivergent learners, this restlessness is a form of communication from the brain, seeking the stimulation it needs to stay on track.
While fidgeting has been dismissed as a modern-day distraction, tools like “worry beads” have been used for centuries to calm the mind.
This article explores different sensory tools and how to match them to your learner’s unique needs.
TL;DR
Fidgets can support focus for some neurodivergent learners, but they work best when they match a specific sensory need and stay in the background.
- Start with the goal: a fidget is a tool when it helps the person stay engaged without becoming the main focus.
- Match the tool to the sensory system: tactile (texture), proprioceptive (pressure/resistance), vestibular (subtle movement), visual (predictable motion), auditory (rhythmic sound), or oral-motor (safe chewing).
- Fit the environment: classrooms and quiet spaces usually need low-noise, low-visual options that won’t distract others.
- Introduce one at a time: teach clear expectations, and have a simple “pause and try a different tool” plan if it becomes distracting.
- Plan for durability: many popular fidgets break quickly, so look for sturdy options and expect replacements over time.
- Watch the results: if attention or memory gets worse, switch tools and add other regulation supports like movement breaks or calming routines.
Note: This article is educational only. For individualized sensory planning, consult a qualified professional (such as an occupational therapist).
Research on Fidget Effectiveness
While fidgets can be incredibly beneficial, it is important to recognize that they are not a one-size-fits-all solution. In fact, research suggests that they can hinder learning if used incorrectly. A 2018 study found that, for students with ADHD, fidgets actually doubled their levels of distractibility. In another study, some learners had greater difficulty with memory due to the cognitive load of switching attention between the fidget and the classroom task at hand.
It’s important to be very intentional when choosing fidget tools and to support the appropriate use of these tools. Expected use of fidgets should be explicitly taught, and effectiveness should be monitored through observational and self-report data. Learners should also be taught other regulatory tools, such as mindfulness and large-muscle movements, to add to our learners’ “toolboxes.”
Executive Functioning and Fidgets
Executive functioning is the brain’s “command center,” responsible for managing tasks, following rules, and maintaining attentional control. Executive functioning skills are the set of mental abilities that help you manage yourself so you can get things done in daily life.
For neurodivergent individuals, such as those with ADHD, Autism, or Sensory Processing Disorder, executive functioning can be impaired, as can the way they process the different sensory systems. This can make it difficult to focus on a single task. When the brain is under-stimulated, neurodiverse learners may appear distracted or restless in the classroom. While large movements like pacing and jumping can help the brain, they are not always possible in the group setting. Fidget tools that provide movement at a smaller scale are often used to bridge this gap.
Brief History of Fidgets
Fidgeting is not a new or modern phenomenon. Humans have always used tactile objects to soothe themselves (p. 1). As early as the 10th century, Greek monks used “worry beads” to calm the mind, while ancient Greeks carried smooth stones to calm any worries. Across the globe, other cultures created tools such as Chinese Baoding balls, Japanese Kendamas, Chinese spinning tops, and the abacus to relax or keep their minds engaged. This history suggests that humans have found different ways to try to stay focused.
Using as a Tool Versus a Toy
The biggest hurdle for parents and educators is the “toy” label on fidgets. A fidget has lost its purpose for regulation when it becomes a distraction rather than a support. It’s important to establish expectations for fidget use at home and at school to ensure your learner knows how to use these tools effectively.
A fidget is a tool when…
- It is used “blindly.”
- It stays in the hand, under the desk, or in a pocket, staying out of sight
- It helps the person stay in their seat or follow the conversation
- It is quiet and does not distract others
A fidget becomes a toy when….
- It becomes the primary focus of attention (the learner is watching it spin)
- It makes loud clicking, popping, or whirring noises
- It is being thrown, traded, or used to engage others
- It prevents the learner from completing tasks or engaging in conversation
Understanding Fidget Types by Sensory System
Not every fidget works well for every learner. To find the right tool, we have to look at which “sensory system” a person is trying to satisfy. Sensory needs are broadly categorized into several areas.
The Tactile, or Touch, System
Tactile seekers are learners who need to feel different types of textures to stay grounded. They might find themselves subbing the hem of their shirt, picking at skin, or touching surfaces as they pass them. Because the need is to stimulate the skin’s touch receptors, they may benefit from fidgets with scratchy, soft, bumpy, or sticky textures.
- Textured Worry Stones–Smooth or rigid surfaces for rubbing.
- Mesh and Marble–Sliding a marble back and forth in a fabric sleeve.
- Fidget Cube–Various buttons, rollers, and switches with different textures.
- Flexi Fidget Animals–3D-printed joints that feel smooth and wiggly in the hand.
- Calm Strips–Thin, adhesive stickers with a textured surface designed to be stuck on a surface. Command strips can be used for the same purpose.
- Fidget Bolt & Screw–A plastic nut spins back and forth on a matching plastic bolt.
The Proprioceptive System
The proprioceptive system tells us where our body is in space. Learners who struggle with this may feel or appear “clumsy” or have a high need for heavy work or pressure. They often fidget by tapping their feet hard, cracking their knuckles, or leaning heavily on their desk. Because the need is for pressure, they may benefit from fidgets that provide resistance, weight, or a squeezing or stretching force.
- Stress Balls & NeeDoh–Provides an object to firmly squish.
- Thinking Putty–High-resistance putty for pulling, twisting, and molding.
- Bendeez Stick–A rubbery tool that can be bent and shaped.
- Flippy Chain–Two stainless steel rings connected by chain links that can be rotated in a smooth, fluid motion.
The Vestibular, or Movement, System
The vestibular system is located in the inner ear and controls balance and spatial orientation. Learners who seek vestibular input may be seen rocking in their chairs, spinning in circles, or tipping their heads back. Because they need to feel their body moving, they may benefit from tools that allow for subtle rocking, swinging, or spinning, while remaining seated.
- Fidget Spinners–Provide a visual blur and a physical “tug” as they spin. The heavier material the spinner is made of, the more the tug can be felt.
The Visual System
Some learners are visual seekers. They are easily distracted by movement in the room or, conversely, they find great calm in watching predictable, rhythmic patterns. They have a need for visual tracking and may benefit from items with slow-moving parts, color changes, or repetitive light patterns. Since visual fidgets draw attention towards the object and away from the classroom, it is helpful to find items that are less distracting.
The Auditory, or Sound, System
While many fidgets are designed to be silent, some learners actually need sound to focus. However, because sound can distract others, this can be a challenging system to accommodate in school or office settings. Items that produce clicks, snaps, or rhythmic tapping may be helpful, although this is more ideal for use in private spaces or when using headphones.
- Pop-It–Mimics a repetitive, satisfying sound similar to bubble wrap.
- Clickers–Buttons provide an audible “click” when pressed.
The Oral-Motor System
Many learners fidget with their mouths by chewing on pens, biting their nails, or sucking on shirt sleeves or collars. Since the need is to get input through the jaw or mouth, safe and durable items designed to be chewed on or manipulated by the tongue and lips are best.
- Bendy Bite–A flexible tool designed for oral exploration, and is easy to grip.
- Chew Necklaces–Designed for learners who need a tough material to chew and provide deep pressure. Used as an alternative to chewing on clothing.
Other Considerations
While finding a fidget that “feels right” is the first step, several practical factors will determine if a tool is a long-term success or a short-term distraction.
Quality
Fidgets are a huge market, with most stores now selling various brands and types marketed towards children. Because they are so popular, you won’t have any difficulty finding a variety of options to try. However, many fidgets are made to look cute and appealing but may not be effective as a true fidget tool. Many themed, squishy fidgets tend to break after a short period of use and are not durable enough for a learner who repeatedly puts pressure on the tool. As you look for the right tool, keep note of which items have positive reviews for quality, durability, and longevity. Keep note of any brands of fidgets that break with minimal use.
This is especially true for learners who need to expend a lot of energy on their fidget tool. Some users will wear out even “tough” fidgets quickly! It is often worth trying different brands to see which appear to last the longest for the cost and are preferred by your learner. Keep a running list of “tried and true” brands that stand up to daily wear and tear.
Environment
Consider where you plan to use the fidget when planning which fidget would work best for you. The environment may have expectations about noise or active, hands-on engagement that will influence your choice. For example, fidgets in a classroom or quiet office setting need to be silent so they do not become a distraction for others. Conversely, a fidget used during a long car ride or at home can be more active or make soft clicking sounds without issue. Always match the “volume” of the fidget to the volume of the room.
On-Going Costs
Once you or your learner finds a fidget that works well, it is helpful to view it as an ongoing investment instead of a one-time purchase. Because these tools are handled constantly, they will eventually break, get lost, or lose their tactile appeal. To manage costs, consider buying your favorite items in bulk once you find it effective.
Getting Started
Introducing a fidget into a routine is a process of trial and error that works best when there is a clear plan in place.
Introduce one Fidget at a Time
Giving too many options at once can be overwhelming and may make it challenging to use them as tools. Have your learner pick one fidget out of a few options based on their needs and preferences, and focus on implementing that one. You and your learner can start observing and reflecting on whether the tool helps them focus or becomes a distraction.
Establish Expectations
Develop a set of expectations with your learner (or with a whole class) that lays out what the tool is to be used for and what it looks like when used as a toy. Make sure to establish expectations for what happens when the fidget is not used appropriately.
Match the Fidget to the Need
If a child is rocking in their child, giving them a tactile object does not match their need. They will need a tool that matches their need for movement.
Further Reading
- Graziano, Garcia, & Landis (2020) – To fidget or not to fidget, that is the question: A systematic classroom evaluation of fidget spinners among young children with ADHD
- Liu (2025) – The Rise of Sensory Fidget Toys: Origins, Psychological Principles, and Their Role in Stress Relief and Mental Health
- Pediatric Therapy Center of NJ (2025) – The Proprioceptive System, Signs of Difficulty
- Scientific American (2017) – Fidget Toys Aren’t Just Hype
- Soares & Storm (2019) – Putting a negative spin on it: Using a fidget spinner can impair memory for a video lecture
- Life Skills Advocate (2021) – Executive Functioning 101: All About Attentional Control
- Life Skills Advocate (2022) – What is Executive Functioning?