Understanding Self-Stimulatory: Stimming in Neurodivergent Individuals

As we recognise and value the diverse ways in which individuals experience the world, we like to shed light on stimming. A topic that may be unfamiliar to some but may have a significant aspect on the lives of many neurodivergent individuals.

Stimming, short for self-stimulatory behaviour, refers to the repetition of physical movements, sounds/ words / phrases /sentences, or the use of objects, often by those with sensory processing differences. It is essential to approach stimming with an affirmative and inclusive perspective, understanding that it serves a purpose for many neurodiverse learners.

Stimming can take various forms, such as hand-flapping, rocking back and forth, tapping fingers, humming, and using learned chunks of language. Far from being disruptive or distracting, stimming serves as a coping mechanism. It is a way for individuals to self-regulate and manage sensory input. It helps them navigate a world that may be overwhelming in terms of sights, sounds, and textures. Stimming can often be a form of expression used to initiate interactions, communicate meaningful language, excitement or distress.

Our commitment to inclusivity means embracing and supporting all learners, including those who stim. Rather than discouraging stimming, we encourage a culture of understanding and acceptance. By recognising stimming as a valid and beneficial form of self-expression, we create an environment where neurodivergent students feel valued and understood.

If you encounter stimming when you visit our community, it is important to accept it as a sensory form of expression. Stimming serves a very clear purpose or need, be it sensory and/or communication. You can presume competence by repeating what you hear if it looks like a communicative attempt.

You can also interact with the child/adult with phrases such as “you look excited, are you enjoying this?” or “you look like you may need some help, would you like me to get your teacher?”. It is very important to consider our facial expressions and nonverbal communication when we encounter stimming, and model acceptance and shared enjoyment to all the members of our community.

Promoting awareness about stimming helps dispel misconceptions and reduce stigma. As a school community, let us celebrate the richness that neurodiversity brings to our learning environment. By understanding and embracing stimming, we take another step towards creating a school where everyone feels a sense of belonging and acceptance. If you would like to learn more about stimming, please click here.

Johnathon Clarke - Year 1 Class teacher and

Fátima Ionescu - Lead Therapist & Speech and Language Therapist