Fidgets and Attention Deficit Hyperactivity Disorder: Teacher Perceptions

Abstract

ABSTRACT This qualitative study explores the lack of understanding of teacher perceptions on classroom utilization of fidgets with students who have attention deficit hyperactivity disorder. Eight American special education middle school teachers from a midsized suburban public school district in Illinois were interviewed. Interview transcripts were reviewed to establish codes and themes. Three themes were identified: Misapplication of Fidgets, Support to Implement Fidgets Within the Classroom, and When Fidgets Work. Participants reported that fidgets can be a beneficial self-regulation tool in the classroom but may not serve as an appropriate educational tool for all students with attention deficit hyperactivity disorder. Additionally, participants emphasized the importance of establishing ground rules and acknowledged the benefits of seeking support from external resources, such as a school-based occupational therapist, when distributing fidgets in the classroom, especially with more complex student cases.