Stimming is short for self-stimulating behaviors; these behaviors come in a variety of shapes and sizes: Waving hands in the air, swaying back and forth, walking back and forth, echoing words or sentences (echolalia), making low, continuous sounds, humming tunes, and playing or twiddling with toys and other items. These self-stimulating activities are most commonly associated with autistic people; however, as anyone with a nail-biting habit well knows, stimming can be pretty common.
Understanding Stimming
Now that you have a clear understanding of what stimming looks like and have seen several ways it can manifest, it’s important to delve deeper into understanding the root causes of this behavior. Remember, in essence, stimming is a response to an overwhelming influx of sensory input. This could be in the form of bright lights, loud noises, or even strong smells. In such situations, people resort to stimming as a coping mechanism to manage the sensory overload.
Stimming also serves as a self-soothing strategy during times of heightened stress or anxiety. Just as someone might bite their nails or tap their foot when nervous, many, particularly those on the autism spectrum, might engage in stimming behaviors to calm themselves and regain a sense of control over their environment. Contrary to what it might look like, stimming isn’t always indicative of stress or discomfort. On the contrary, it can also be a method of expressing joy or other positive emotions. Much like how someone might clap their hands in excitement or jump for joy, stimming can be a physical manifestation of happiness and contentment, so suppressing that outlet can be damaging.
Stimming and Autism
While stimming is most commonly associated with autism and is indeed one of the diagnostic criteria, it’s important to note that stimming is a characteristic found across various neurodivergencies. In a classroom setting, stimming only becomes an issue when it distracts the person doing the stimming or others, preventing them from focusing on the task at hand. Mild stimming is often noticed by teachers, sometimes even before parents, as it can pose a challenge to manage in a classroom environment.
Managing Stimming
Teachers have a lot on their plates, and managing stimming in the classroom is just one of many responsibilities. They would love to have effective strategies to handle this behavior. It’s essential to remember that the goal is not to eliminate stimming entirely but rather to ensure it does not disrupt the learning environment and to help the child find better methods to self-soothe or simply manage anxiety. With understanding, patience, and the right approach, teachers can create an inclusive and supportive environment for all students. There is a range of techniques used to achieve this; they can be incredibly helpful for teachers already in the field, fresh grads, or those still completing courses like an online Masters in School Counseling who want to be able to effectively manage the needs of a diverse class.
Breathing Techniques
No one is saying that teachers–or indeed their students need to become Buddhist masters, capable of controlling their breath to walk on hot coals and not feel pain, but a few simple breathwork techniques have been shown to significantly reduce stress and anxiety in people with a variety of disorders that involve stimming. These can be simple, like giving each child a feather and teaching them deep diaphragmatic breathing onto the feather. Balloon breathing follows along the same line, and techniques like 3-2-4 breathing are great for soothing or countering anxiety.
Stimming Toys
If a child’s stim is disruptive or unsustainable, then finding an alternative is a great idea for teachers. There are so many cheap toys like fidget spinners, squishy balls, wooden puzzles, or putty. Most of these cost a few dollars on Temu and can be kept handy in the classroom until needed.
Routine
Routine plays a crucial role in managing stimming behaviors, especially for individuals with Autism Spectrum Disorder (ASD). A consistent schedule provides predictability, which can significantly reduce anxiety and, therefore, the need to stim.
Teachers can contribute by maintaining a regular routine in the classroom and preparing students for any changes well in advance, giving them notice before any new activities or events happen so the student has sufficient time to prepare. This approach not only helps manage stimming but can help to create a supportive environment conducive to learning for all students.
The Bottom line
At the end of the day, one of the most powerful things a teacher can do is understand–at least a little–what each student is going through. For too long, neurodivergent kids in mainstream education have been forced to conform to the system rather than have the system adapt to allow them to learn in their own way–not as others do. If you feel these skills and others could greatly help you as a teacher, your colleagues, or trainees, then why not lobby to get a teacher training day or educational sessions? Help is out there and often easier to access than you would imagine; simply contact one of the many services in the US set up to help train teachers on neurodivergence.
