Fidgets as Learning Tools - Supporting Focus Through Sensory Strategies

In our Junior School classrooms, we are continually exploring ways to support student engagement, focus, and wellbeing. One increasingly popular tool is the use of fidgets—tactile objects designed to stimulate touch and help regulate energy and attention. Far from being toys, fidgets serve a purposeful role in learning environments. When used appropriately, they can:

• Enhance focus during extended seated tasks
• Reduce stress and anxiety
• Improve classroom engagement
• Replace undesired behaviours with constructive alternatives

Guidelines for Effective Use

To ensure fidgets are beneficial and not disruptive, clear expectations have been established:

• Fidgets are tools, not toys, and should be used discreetly—in laps, under desks, or in pockets.
• They must be silent, non-bouncy, and small enough to fit in a hand or pocket.
• Fidgets are provided by families and remain in the classroom—they are not permitted on the playground.
• Use is timed and purposeful, such as during transitions or instruction tuning.

Teacher Discretion and Individualisation

Teachers play a key role in guiding fidget use. Not all fidgets suit every student, so trialling different types in consultation with the student is encouraged. Teachers also monitor effectiveness and adjust strategies based on student feedback. Fidgets are most effective when used at specific times. Incorporating short, structured fidget breaks can help students reset and refocus without over-reliance.

It’s important for all students to understand that fidgets are not universally required. Class discussions help foster empathy and respect for individual learning needs.

Together, we can create inclusive, focused, and supportive learning environments for every student.

2026 Class Requests

Junior School teachers will soon begin the thoughtful and thorough process of allocating students to classes for 2026. This is a task we approach with great care, ensuring each class is balanced both socially and academically to support the best possible learning environment for every child.

As part of this process, students complete a survey at school to nominate peers they consider to be ‘good learning friends.’ These nominations are carefully considered to help ensure students are placed with peers who positively support their learning and wellbeing.

If there is a specific factor you would like to be considered as part of this process, this may be emailed to kmullan@wmac.com.au by Friday 24 October. While these requests will be considered as part of the process, not all requests are able to be met.

We appreciate your understanding that class placement is a complex undertaking, involving many factors. While we do our utmost to accommodate individual needs, our overarching goal is to create cohesive, inclusive, and well-balanced classes for all.

Kirsten Mullan 

Head of Junior School