What is Stimming? Supporting Neurodivergent Children

Stimming, short for self-stimulatory behaviour, refers to repetitive actions, sounds, or movements that individuals use to regulate their emotions, process sensory input, or express themselves.

Stimming, while often associated with neurodivergent conditions such as ADHD and autism. It is a universal behaviour. It can be observed in both neurodivergent and neurotypical individuals, children and adults alike.

Stimming should be considered a normal and healthy way for children to self-regulate or express themselves. It's crucial not to suppress a child’s need to stim unless the stimming is harmful. Doing so can be counterproductive and cause distress to the child.

Stimming is repetitive movements, sounds or actions children use to self-regulate their emotions or process sensory input. Most people use stimming, such as tapping their feet, biting their nails or twirling their hair.

Common examples of stimming include hand-flapping, rocking, spinning objects, jumping, repeating phrases, humming, echolalia, watching spinning objects, staring at patterns, tapping fingers, biting nails, twirling hair, and many more. It should be understood that these behaviours are often misunderstood despite them usually being harmless and personal to the individual child.

Stimming serves a vital function for neurodivergent children, as it is used to reduce sensory overload or compensate for under-stimulation. Children might use stimming as a way of showing distress, anxiety, or excitement.

You should be aware of the potential for harm, as rocking from distress can become head-banging or skin-picking if the source of the distress remains (or if the child is not removed from the distressing environment). Should stimming become self-injurious, additional support and intervention might be needed.

Children stim for various reasons, most related to sensory, emotional, or self-regulation needs. Specific reasons for the child stimming will depend on the individual child, their neurotype, and their situation.

Neurodivergent children often stim more visibly or intensely than neurotypical children due to their unique sensory and neurological needs. Certain stimming behaviours are more common in neurodivergent children; however, displaying stimming behaviour does not mean that a child is neurodivergent.

For some neurotypical children, stimming can be more of a habit. In contrast, stimming is a vital coping mechanism for neurodivergent children as it allows them to navigate the sensory and emotional challenges of their environments.

Many people (often those who lack understanding or knowledge of children with special educational needs) misunderstand stimming behaviours as disruptive or inappropriate, leading to increased stigma. This stigma can lead parents and carers to want to suppress the stimming behaviour, which can be harmful to the child and lead to increased anxiety or emotional distress, as stimming often provides self-regulation to the child.

By normalising stimming as a functional and necessary behaviour, we can create environments where children can stim without shame, judgment or interference from others. Further education on identifying when stimming indicates distress can further support the child, as you can help them without suppressing the stimming.

Stimming is a natural and essential behaviour for many children, especially neurodivergent children. Despite efforts to better understand children with special educational needs, communities as a whole still hold a lot of misconceptions about stimming.

By understanding stimming and addressing misconceptions, we can all foster more inclusive and empathetic environments. This understanding will continue to create better societies for children.

The first step in supporting children who stim is ensuring that you understand the value and purpose of stimming. Sharing this knowledge with colleagues and emphasising that stimming is a normal behaviour will help reduce the associated stigma as people learn to view it without judgment.

Creating calm, inclusive, and sensory-friendly spaces at home, at school and in the community, where stimming can happen freely, provides children with safe spaces and inclusive environments.

This could include providing fidget toys or weighted blankets for sensory regulation at home. This could be the creation of quiet spaces and supportive self-regulation through stimulating-friendly practices in school. In the community, you can respect a child’s right (and need) to stim without drawing unnecessary attention to it.

Identifying when stimming is self-injurious or indicates distress will support you in keeping children safe from harm and provide necessary intervention whilst supporting the children to stim healthily. This could include replacing biting behaviours with a purpose-made chewable item or providing noise-cancelling headphones to help reduce noise overload, thus supporting self-regulation.

Remember that all children are unique; what works for supporting one child might not work for the next. Where possible, you should seek preferences from the child for what support they feel they need at different times. For example, one child might prefer ear defenders when overwhelmed by noise, whereas another might like to be given something to tap to distract themselves from the noise.

The best way to support children who stim is by advocating for neurodiversity awareness. This could be influencing changes to policy or speaking out against misconceptions and outdated beliefs that others might hold.

Stimming, such as rocking or tapping, can soothe stress, and hand-flapping can release excitement; these stims can help children manage strong emotions like anxiety or excitement.

Because most stims are repetitive, they create a predictable sensory input; during stressful or overstimulating environments, these repetitive actions can become a strong calming and grounding technique.

For children with ADHD, stimming can help to improve focus and reduce restlessness. This contributes to better task performance and a sense of achievement.

Acceptance, offering alternatives when stimming becomes harmful and creative supportive environments not only promote inclusivity but also promote positive mental health through stimming. This can lead to overall better outcomes for children as they progress through life.

Stimming is a natural and essential behaviour for children, particularly neurodivergent children. Stimming plays a vital role in emotional regulation and sensory input and acts as a way to express themselves.

Misconceptions about stimming, such as viewing it as disruptive or unnecessary, often stem from a lack of awareness. Suppressing or judging stimming behaviours can lead to increased stress, anxiety, and emotional distress. Instead, recognising stimming as a healthy and adaptive behaviour is key to fostering inclusive environments where children can thrive.

Creating sensory-friendly spaces at home, school, and in the community allows children to stim without fear of stigma or judgment. Supporting their needs, providing tools for safe self-regulation, and understanding when stimming indicates distress ensures that children feel safe and respected.

Stimming also profoundly connects to mental health, allowing children to manage strong emotions, focus attention, and stay grounded. By promoting stimming as a beneficial and functional behaviour, we contribute to their emotional well-being and overall development.

Ultimately, supporting children who stim is about advocating for neurodiversity and building a society that respects and celebrates differences. By embracing stimming and addressing misconceptions, we take meaningful steps towards creating a more compassionate, inclusive, and supportive world for all children.