Fidget toys seem to be everywhere and neurodivergent children and young people are often drawn to them. Research has produced very mixed results as to whether fidget toys could have benefits for children beyond the child enjoying having and using one. So are there any benefits?
Research findings have been mixed for a number of reasons. A quick look at the literature though and it is very clear that actually a lot of the research has been carried out with the general population rather than specifically with children who are autistic, have ADHD or Dyspraxia/DCD – all of which are associated with having sensory and cognitive difficulties that using a fidget toy might impact. So lets look at the research studies carried out with those children.
Now we are seeing a clearer picture – evidence that these toys may help at least some neurodivergent children with sensory overwhelm and ability to stay on task. One study reported that parents found of autistic children with high sensory seeking scores (e.g. frequently wanting to touch things) found fidget toys to reduce anxiety. The findings show that the benefits of fidget toys may depend on the sensory processing style of the child as well as the type of sensory toy being used.
Use of fidget toys by autistic children has also been linked to better concentration. The researchers who carried out this study concluded that fidget toys may help autistic children to concentrate because their heightened sensory needs are accommodated for allowing them to focus on tasks.
We have shown similar findings in children with ADHD. In this study, we interviewed children about strategies that help them in the classroom and the children referred to using fidget toys from their pencil cases to fiddle with when they didn’t have a toy available. They explained that using these items helped them to concentrate. Another study that measured the on-task behaviour of children with ADHD showed that they spent more time on task when also using a fidget toy. Specifically they found that when pupils were given the fidget spinner they were more likely to keep their eyes on their own work or look at the teacher instead of looking around the room or chatting to their classmates.
Fidget toys seem to have a beneficial effect then for at least some neurodivergent children. Teachers are often concerned they may be disruptive to other children and obviously toys that make a noise need to be avoided for that reason. Like other reasonable adjustments, if a fidget toy can help a child who has difficulty concentrating due to sensory differences or thinking difficulties then providing one is ensuring they have equity with their peers. For other strategies that are useful in supporting children’s sensory and cognitive difficulties see our free to access parent and teacher booklets here.