What are the best fidget tools for the classroom?

With the start of a new school year, some students may benefit from using fidget devices. These small, handheld tools can help children who struggle with inhibition, hyperactivity, or attention issues in the classroom. Fidget tools provide a discreet outlet for students to channel excess energy and refocus their attention when they need it most. However, it’s important to remember that not every child will respond the same way to these tools. These are some ideas to take these items from fidget toys to fidget tools.

Careful Introduction of Fidget Tools in the Classroom

If you’re a parent or teacher considering using fidget tools in the classroom, it’s best to introduce them during downtime or transition periods first. This allows the children to get accustomed to the novelty of the items without them becoming a distraction during focused instruction or independent work. Observe how the students interact with the fidgets and make note of which ones seem to be most calming or engaging for each individual. This information will be helpful in selecting appropriate fidget devices for the classroom.

Teaching Self-Regulation Techniques with Fidget Tools

Fidget tools can be powerful assets in a student’s self-regulation toolkit. By working with students, you can help them recognize their own internal cues and body signals that indicate when they might benefit from using a fidget tool. For instance, some students may notice that their legs start to bounce, or their fingers begin to tap when they are feeling restless or unfocused. Remind them that the tools should be used strategically, not constantly throughout the day. If a student is focused on an assignment and deeply engaged, they should be aware to put the fidget device down until they feel the need to use it again.

Choosing Discreet and Effective Fidget Tools

Choose fidget tools that are less likely to cause distraction, such as those that don’t make sounds or are easily manipulated, the size of their palm is a good guide. Avoid introducing toys that could become a source of distraction, like noisy squeeze balls or fidget spinners that can be disruptive.

Here are some good, quiet, options to consider:

• Putty
• Fidget Necklace or Bracelet
• Squishy Toys like NeeDoh

Remember, every child’s needs and responses will be unique. A personalized approach is key. Collaborate with the student to find the fidget device that works best for them. In my experience, some children do much better when they have something to keep their hands occupied, but some find it too enriching, and it will impair their performance.

The Role of Occupational and Physical Therapists

Involving an occupational therapist (OT) or physical therapist (PT) in the training and implementation of fidget tools can be very beneficial. These professionals can provide valuable guidance on selecting the right fidget devices and teaching students how to use them effectively. If a parent is concerned about the possibility of these tools being helpful but not allowed in the classroom, a full evaluation documenting the student’s difficulties with focus, hyperactivity, and inhibition can be used to advocate for fidget tools to be written into a 504 plan or Individualized Education Program (IEP). This documentation can help substantiate the need for these accommodations and ensure that the student has access to the tools they need to be successful, and we do provide comprehensive ADHD testing for children at Wysocki Psychological Services.

Finding the Right Balance

The key is to strike the right balance between providing helpful tools and avoiding potential distractions in the classroom. With the right approach, support, and collaboration between parents, teachers, and therapists, fidget devices can be a valuable resource for students with ADHD, sensory processing disorder, or other classroom challenges. By teaching students to use these tools responsibly and effectively, we can equip them with important self-regulation skills that will serve them well both in and out of the classroom.