The Importance of Understanding Stimming: Rethinking Support for Neurodivergent Individuals

By Vanessa Auriel, M.S., BCBA

In classrooms, therapy settings, and even at home, stimming is often viewed through a lens of concern. For many years, numerous interventions have focused on reducing or eliminating stimming behaviours without fully considering the underlying reasons behind these actions. But is this approach always in the best interest of the individual? Let’s explore the topic of stimming, why it’s crucial to understand it from a different perspective, and how we can better support neurodiverse individuals.

What is Stimming?

Stimming, or self-stimulatory behavior, involves repetitive actions or movements that provide sensory feedback. These behaviors vary widely and may include hand flapping, rocking, repeating phrases, humming, or focusing on lights or spinning objects. For neurodivergent individuals, stimming often serves as self-regulation, aiding in emotional or sensory processing.

Stimming in the Classroom

In classrooms often bustling with activity, behaviors like stimming—characterised by actions such as hand-flapping or rocking—might be misunderstood as mere disruptions rather than expressions of neurodiversity. This misunderstanding can lead to unnecessary pressure on students who stim, both from their peers and educators, urging them to conform to conventional norms. Yet, stimming serves important self-regulation and concentration functions for many students, highlighting the need for a shift in perspective towards greater inclusivity and understanding.

Reevaluating Stimming: Essential Questions

In our efforts to support neurodivergent individuals, it is imperative to consider:

• Who decides whether stimming behaviours are acceptable, and to what extent are individuals with autism included in this decision-making process?
• Is stimming a self-soothing behaviour similar to common actions such as fidgeting or twirling hair for comfort or distraction?
• Could stimming serve not only as a method of self-regulation but also as a form of communication?

Perspectives on Intervention and Stimming

Recent research by Schuck et al. (2024) delves into how adults with autism perceive interventions aimed at reducing stimming. The findings highlight that these attempts may inadvertently encourage “masking,” where individuals feel pressured to conceal their natural behaviours to fit societal norms. This can lead to stress and enhanced feelings of stress and disconnection. Recognising these factors calls for a deeper level of empathy and a more aligned approach between supporters and the autism community.

Recent research (Morris et al., 2025) has revealed that individuals on the autism spectrum, alongside their advocates, view stimming as a crucial component in forging friendships and understanding each other’s emotions. Stimming, or self-stimulatory behavior, often manifests in various forms, each potentially signifying a different emotional state. For example:

• Flapping hands, clapping, or engaging in whole-body movements like jumping can indicate excitement.
• Singing or humming often reflects happiness.
• Pacing may signify frustration or anxiety.
• Behaviors such as scratching, chewing, or fidgeting with objects might indicate boredom.

It’s imperative to recognise that stimming behaviors are unique to each individual and do not universally correspond to specific emotions. Acknowledging stimming as a method of self-expression and communication facilitates the establishment of more respectful and constructive support strategies. For educators, finding a harmony between the needs of students and the requisites of various social and educational settings is crucial. This includes encouraging mutual adaptation between teachers and students according to the context. For instance: During group activities, such as singing, support a child who claps loudly by avoiding singling them out to clap softer.

In quiet, individual work settings, while students should adhere to set expectations, teachers can support these expectations through strategies like:

• Individual contingency plans, such as a token chart where students earn points for desired behaviours to exchange for preferred items or activities.
• Group contingencies where all students must collectively follow expected behaviors to earn a group reward, fostering a supportive and self-regulating community.

Enhancing Support for Stimming

Instead of attempting to curb stimming behaviors, shifting our perspective towards understanding and utilizing them constructively can be more beneficial. Here are some strategies to consider:

• Engage with the Stim: Joining the individual in their stimming behaviour, rather than stopping it, can be reassuring. Understanding the appeal or comfort derived from specific stimming actions, such as the repetition of song lyrics or the sensation of rocking, can create a more inclusive environment.

• Leverage Stimming for Social Skills: For example, if a person enjoys clapping as a form of stim, you could use this behaviour to expand on their social skills. Guiding them to use clapping as a means to express enthusiasm and support during group activities or sports can validate their natural tendencies while fostering a sense of belonging and connection with others.

• Integrate Structured Stimming Breaks into Daily Routines: Implementing regular, intentional breaks throughout the day for individuals to engage in stimming activities provides a profound sense of respect for neurodiverse needs. These breaks offer a vital opportunity for self-regulation and should be regarded as a critical element of daily routines, just like any other essential activity. By normalising these pauses, we cultivate an environment where everyone feels accepted and supported in managing their sensory needs openly and without judgment.

• Foster an Environment of Inclusivity and Understanding in Education: Knowledge and understanding are the foundations of empathy. Educating other children about the purposes and benefits of stimming demystifies these behaviours, paving the way for a more inclusive community. Through deliberate discussions and educational moments, children can learn the importance of diversity, compassion, and support for their peers. 

Choosing an Appropriate Strategy

When selecting a strategy to support stimming, several factors should be considered:

• Is the stimming behavior harmful to the individual or others?
• How frequently and for how long does the stimming occur?
• Can introducing an alternative behavior provide natural reinforcement in the individual’s daily activities?
• Is the behavior integral to future independence and skill development?

If a stimming behaviour poses risks, it becomes essential for caregivers and educators to teach an alternative behavior that meets the individual’s needs without inflicting harm. This alternative should offer the same type of reinforcement that the original stim provided. For example, offering a safe massage roller as an alternative to scratching can provide a similar sensation. In cases where safety concerns arise, such as a child who rocks back and forth near walls, modifying the environment to include soft padding can allow the child to continue this behaviour safely.

Understanding and supporting stimming as a communication tool not only improves the overall well-being of those on the autism spectrum but also fosters a more inclusive and empathetic community. The goal is to ensure that the child feels supported in managing their sensory and emotional needs in a manner that is healthy, safe, and socially considerate.