Fidgets in the Classroom

When used appropriately, they can support engagement in learning and reduce feelings of overwhelm in the classroom.

However, when fidget toys are widely available to all students, they can quickly become a source of distraction rather than support. We have observed that, without clear purpose or guidance, these items are often used for play, trading, or competition, which can disrupt learning not only for the individual student but for others around them. By limiting their use to students who genuinely benefit from them as part of a structured plan, we can ensure they remain an effective tool rather than a novelty.

 
This approach also allows teachers to better monitor and support students who rely on these tools. Fidget items are introduced thoughtfully, with clear expectations and ongoing review, so they continue to meet the student’s needs. Our goal is to create a calm, focused learning environment for all students, while still providing appropriate, evidence-based supports for those who need them most.

For this reason, at St Mary’s we are asking that only students who have been identified as requiring a fidget as a tool and/or are on a Personalised Learning Plan (PLP) can use them. 

We are limiting fidgets to include simple items that are silent and not prone to breaking/creating a mess. Students will be able to have one fidget available at a time but are able to bring in alternatives to swap out at a suitable time.

Our classroom teachers will be talking to all classes to ensure that a common understanding on who, when and what fidgets are to be used.

We appreciate your understanding and support in helping us maintain this balance.

Please feel free to contact me if you have any questions.

Kind regards

Cathy Sims 

Learning Diversity Leader

csims@smaltona.catholic.edu.au

Respect • Responsibility • Resilience • Courage