Investigating the knowledge and attitudes of educational staff about classroom fidgeting and related strategies used to address fidgeting

Abstract

Background: Fidgeting strategies are increasingly used in the classroom environment to support students with attention, sensory and regulation difficulties. Although these strategies are commonly implemented, evidence regarding effectiveness remains mixed, with educators’ perceptions playing an important role in determining how such strategies are applied in practice. Therefore, exploring educators’ attitudes and experiences can provide valuable insight into how fidgeting is understood and used in a classroom setting. Aim: This study aimed to explore the knowledge and attitudes of educational staff towards the use of fidgeting strategies in the classroom, as well as their perceptions of these strategies in supporting students’ participation. Method: A quantitative research design was adopted using a self-developed online questionnaire consisting of twenty-eight questions, including open and closed-ended questions. The questionnaire explored demographics, knowledge of fidgeting, classroom use of strategies, perceived effectiveness and attitudes towards their implementation. Thirty educators, including teachers and learning support educators working in private schools in Malta, participated in this study. Data was analysed using descriptive statistical analysis and presented through percentages and graphical representations. Findings: Overall, participants demonstrated a reasonable level of knowledge regarding classroom fidgeting and generally held positive attitudes towards the use of fidgeting strategies. Participants commonly recognised fidgeting as a potential self-regulation tool that may support focus, attention and emotional regulation, especially for students with attention or sensory needs. However, participants also reported concerns related to distraction, misuse of tools and lack of clear school guidelines for implementation. Discussion: The findings highlight cautious yet supportive attitudes among participating educators towards the use of fidgeting strategies in classrooms. While the strategies were perceived as beneficial when used appropriately, the participants emphasised the need for clearer guidelines, professional development and interdisciplinary collaboration, particularly with occupational therapists, to support consistent and effective implementation in educational settings.