Fidget Toys vs Focus Tools
Getting The Balance Right In Our Classrooms
Over the past few months, we have noticed an increase in the number of students bringing fidgets, poppers, spinners and other sensory items into the classroom.
It’s wonderful that so many of our families are tuning in to their child’s sensory and regulation needs, and we want to support that. But it’s also a good time to talk about the difference between a fidget toy and a fidget tool, because not everything marketed as a “focus aid” helps a child focus.
On our curriculum day last Friday, an occupational therapist from the Department of Education’s Student Support Services team ran a session with our staff on exactly this topic. We explored the broader trend being seen across schools in the rise of fidget toys, and what that shift means for classrooms. One point that really stuck with us were that some of the most effective fidget tools are the simplest. These could be a small piece of blue tack, warmed and kneaded quietly in a hand, or a strip of the rough side of Velcro – no noise, no need to look at it, no need to be shared or shown off, and it fits perfectly in a palm.
The goal of what has become known in popular culture as a ‘fidget toy’ is not actually to be able to ‘fidget’ – it’s on having a tool that supports a student to focus.
What’s The Difference?
Many products on the market today are labelled as ‘fidgets’, ‘sensory aids’, or ‘focus tools’, but they’re really designed to be toys.
They’re bright, they make noise, they’re satisfying to watch, and they’re fun to share with friends. In a classroom, these items tend to do the opposite of what they promise; instead of helping a child stay regulated and tuned in to their learning, they become a distraction, both for the student using them and for the students around them.
A genuine focus tool, on the other hand, is designed to support regulation without pulling attention away from learning. A good focus tool should:
- be for the individual student only, not something to be shared, shown, or passed around
- be used without needing to look at it, so the student’s eyes and attention stay on the teacher, the board, or the task.
- be quiet, so it doesn’t distract other students
- be small enough to fit inside a hand, so it stays discreet
- are selected one at a time, and put away when the student has finished using it
When a focus tool meets these criteria, it can genuinely help a student self-regulate, manage restlessness, and stay engaged with their learning. When it doesn’t, it tends to become another thing competing for attention in a busy classroom.
What This Means At Regency Park Primary School
We want to support students who benefit from a fidget tool as part of their regulation toolkit, while making sure the classroom stays a calm and focused learning space for everyone. To do this, we’ll be:
- running classroom discussions with students about the difference between fidget toys and fidget tools, and why that difference matters
- helping students learn to identify which of their own items are genuine tools versus toys
- establishing clear, consistent expectations about which items are appropriate to use during learning time, and which are better saved for recess and lunch
- supporting teachers to have these conversations in age-appropriate ways.
Some Examples Of Effective Focus Tools:
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| Marble Mesh | Pull/Stretch Figures or Creatures | Koosh Balls | Pebbles/Stones |
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| One side of Velcro (rough or soft) | Putty / Blue Tack | Small Squishy Tools | Pipe Cleaners |
How Families Can Help
If your child uses a fidget at home to help with focus or regulation, we’d love for that to continue supporting them at school too.
The best thing you can do is help them to answer the following question – is this something I can use quietly, without looking at it, that fits in my hand and is just for me?
If the answer is yes, it’s likely to be a great classroom fidget tool. If the answer is no, it might be better suited to playtime.
Thank you, as always, for partnering with us to help every child feel calm, regulated, and ready to learn.
Kylie Middlemiss
Assistant Principal – Wellbeing & Inclusion