Let’s be honest—today’s classrooms are more complex than ever. We’ve got fast finishers, slow processors, fidgeters, dreamers, doodlers, and kids who ask, “Why are we doing this?” before you’ve finished giving directions. It’s clear that one-size-fits-all teaching doesn’t work anymore. Personalized learning strategies are the key to reaching every student where they are—and helping them thrive. These personalized learning strategies reduce barriers and increase engagement for every learner.

Why Personalized Learning Works in Today’s Classrooms

Personalized Learning is not a trend. It’s a research-based, equity-driven practice that respects individual learning differences without sacrificing rigor. It’s not about letting students “do whatever they want.” It’s about offering meaningful choices, reducing barriers to learning, and giving all students a path to success.

For example, allowing students to choose where they sit—whether at a standing desk, on a yoga ball, or in a quiet corner—can significantly increase focus and engagement. Research has shown that using standing desks can actually improve executive function and working memory. When students are comfortable and able to move, they can better manage their energy and attention.

Simple Tools That Shift the Learning Experience

We also use tools that help students organize information in ways that match how the brain works. Mnemonics, acronyms, and color-coded notes are more than memory tricks—they are cognitive supports that reduce overload and make recall faster. Using visuals, like graphic organizers or color-highlighted math steps, helps students see the structure of a problem or concept. For our many visual thinkers, that’s a game changer.

To ease transitions and manage classroom flow, try the Stoplight Cue System—green means go, yellow means five minutes left, and red means time to move on. This system not only minimizes interruptions, but also supports students who struggle with executive functioning or processing delays.

Another favorite: mandalas for focus. After a test or during high-anxiety moments, giving students time to color a mandala (from the outside in or inside out) provides a moment of calm, resets the brain, and supports emotional regulation.

Empower Students to Take Ownership of Learning

Most importantly, Personalized Learning gives students a voice and a plan. When learners have agency—when they can make decisions about how they show what they know—they begin to see themselves as capable. They move from feeling powerless to feeling confident.

In an era where schools are being asked to meet the needs of every learner while also navigating political tensions, the best solution isn’t standardization—it’s personalization. Personalized Learning lifts every student by providing what they uniquely need to succeed.

Let’s Move From Surviving to Thriving

If you’re ready to bring personalized learning strategies to life in your classroom, let’s connect. Grab your copy of Special Needs in the General Classroom—packed with 500+ practical tools you can start using tomorrow. Or schedule a full-day inservice with Susan to bring Personalized Learning to life in your school.

Let’s give every student the opportunity to thrive.

FAQ

What are personalized learning strategies?

Personalized learning strategies are teaching approaches that give students multiple ways to access information, stay engaged, and demonstrate what they know. Examples include flexible seating, visual supports, mnemonics, color coding, movement options, structured transition cues, and choices in how students complete or present their work.

How does personalized learning help struggling learners?

Personalized learning helps struggling learners by reducing unnecessary barriers while keeping academic expectations high. When teachers provide tools that support attention, memory, processing, organization, and emotional regulation, students have more opportunities to access instruction and show what they actually understand.

What are simple personalized learning strategies teachers can use right away?

Teachers can start with flexible seating, graphic organizers, color-coded notes, visual schedules, transition cues, movement opportunities, and student choice. Small changes like these can help students manage attention, process information, and take greater ownership of their learning without requiring an entirely separate lesson for each student.

Call to Action

If this article resonates with you, you’re not alone—and you don’t have to figure it all out by yourself. Whether you’re a classroom teacher, instructional coach, or administrator, I offer dynamic in-person trainings and consultations that bring these strategies to life.

✅ Book me for a school inservice or district PD
✅ Explore my training materials  and blog articles on on differentiated instruction
✅ Pick up your copy of Special Needs in the General Classroom for 500+ ready-to-use strategies

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!. Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

The post Personalized Learning Strategies That Help Every Student Thrive appeared first on Susan Fitzell.

The Big Shift in Learning

Have you ever taken a course and did everything you were told to do and yet still didn’t get it? It is not because you can’t learn.

Traditional instruction has relied on a “talk and test” model:
Say it. Assign it. Test it.

This approach works for some learners, but it fails many others.

When instruction is delivered in only one format, it does not measure true learning. It measures how well someone can comply with that specific teaching method.

Real learning happens when there are multiple ways to access and process information.

The first step toward becoming a more effective learner is understanding your learning strengths and information processing style.

Learning Styles vs. Reality: How People Actually Learn

Traditional Model:

• One path for everyone
• Measures compliance
• Leaves many learners behind

Effective Learning Model:

• Multiple access points
• Based on individual strengths
• Measures true understanding
• Reaches nearly all learners

Common Learning Styles and Strategies

These are not labels meant to box you in. They are tools to help you find your own way into a subject. You have permission to learn differently.

• Word Learners. These people like reading, writing, and storytelling. They remember what they hear or read.
  
  Strategy: If you learn this way, do not just stare at a page. Take control by writing a script or an article to explain the concept.

• Pattern and System Thinkers. They ask “how does this work” a lot. They need a problem to solve or a strategy to build. They notice problem solving through cause and effect.
  
  Strategy: Use logic to your advantage. If a lesson feels random, find the system or the code behind it.

• Movers and Doers. These people are hands on. They might fidget, tap, or shift while thinking. That is not a behavior problem. It is a clue. They show understanding through action.
  
  Strategy: You are allowed to move to focus. Build a model or act it out to make the lesson stick.

• Visual Thinkers. You explain it and they get nothing. You draw it and boom. They might doodle while you speak, but they are still with you. They are visualizing the concept.
  
  Strategy: Use diagrams, maps, and color. It is your way in.

• Sound and Rhythm Connectors. They pick up patterns in sound. They may hum, tap, or create beats while working. They use rhythm to store information.
  
  Strategy: Use audio or verbal repetition to master hard facts.

• Social Processors. They learn by talking and collaborating. If you make them sit silently, they do not learn as well.
  
  Strategy: You need interaction to think. Find a partner and talk the idea out to prove you get it.

• Independent Processors. They are reflecting on learning before they speak. They need quiet time to make deep sense of things.
  
  Strategy: Your need for quiet is a strength. Take the time you need to process before you respond.

• Real-World Thinkers. They ask “When am I ever going to use this?” It is a fair question. They like sorting and notice details others miss.
  
  Strategy: Connect the lesson to your environment. If the work is practical, you will master it faster.

• Big Picture Thinkers. They want meaning and purpose. They ask deep “why” questions. If they do not see a point, they are done.
  
  The So What: Always look for the purpose first. Once you see the “why,” your focus will follow.

How to Identify Your Learning Strengths

Once you know how you learn, you can choose better ways to work. That is how you build independence. Use this checklist to find your top two or three strengths.

Questions to Ask Yourself

• [  ] Do I understand an idea faster when someone draws a map or diagram? (Visual)
  
• [  ] Do I find myself fidgeting or tapping when I am trying to focus? (Mover)
  
• [  ] Would I rather talk an idea through with a friend than write it down? (Social)
  
• [  ] Do I frequently ask why we are learning a specific topic or what it matters? (Big Picture)
  
• [  ] Do I need a few minutes of silence before I feel ready to answer a question? (Independent)
  
• [  ] Do I like to take things apart or build models to see how they work? (Pattern/Mover)
  
• [  ] Do I notice details in the environment that others seem to miss? (Real-World)

Learning Strategies That Match Your Strengths

Effective learning happens when your strategy matches your processing style.

To process information:

• Visual → diagrams and mapping
• Auditory → repetition and discussion
• Logical → cause-and-effect analysis
• Practical → sorting and real-world application

To demonstrate learning:

• Verbal → writing or explaining
• Kinesthetic → building or demonstrating
• Independent → journaling
• Logical → designing systems or timelines

To stay engaged:

• Social → collaboration
• Big Picture → connect to purpose
• Kinesthetic → movement
• Independent → solo work before sharing

Final Thought: Start Small and Build Momentum

You do not need to change everything at once.

Start with one adjustment. One new strategy. One new way to access information.

When learning aligns with how your brain processes information, your confidence increases and your results improve.

Once you experience that shift, you will not go back.

Frequently Asked Questions About Learning Styles

What are learning strengths or learning styles?
Learning strengths refer to the ways individuals most effectively process and understand information, such as visual, auditory, kinesthetic, or verbal learning styles.

How can I identify how I learn best?
You can identify your learning style by noticing how you naturally process information – whether through visuals, discussion, movement, reflection, or real-world application.

Do learning styles actually improve learning outcomes?
Yes. When learning strategies align with how a person processes information, comprehension improves, retention increases, and engagement becomes more consistent.

CLICK HERE to learn how to Maximize Success in YOUR workplace!. Bring Susan to your organization!

The post Understanding Your Learning Strengths: How You Process Information and Learn More Effectively appeared first on Susan Fitzell.

The Shift: Why One Way is No Longer Enough

Classroom accessibility in the general education classroom requires more than differentiation. It requires structured choice. This approach helps teachers reach diverse learning styles and improve student engagement without changing the core standard.

The “Talk-and-Test” era was simple. Say it. Assign it. Test it. This method assumes every student processes information the same way. We know that isn’t true.

If I teach one way, I get the kids whose learning preferences match that way.

If I teach a concept in multiple ways: I get almost everyone. That is the goal.

When we rely on one method of teaching and testing, we measure compliance. We do not measure learning. We are just seeing who can handle our specific style of teaching. If we want to reach every student, we have to change how they get to the content.

NOTE: I understand that some educators reading this just balked at what I wrote with these thoughts, “But, my [fill in the blank – principal, department head, supervisor, etc.] says that I have to follow the script in the teachers manual provided by the X,Y, Z publisher. 

Please read the rest with a problem solving mindset. Can you incorporate any of these ideas into your teaching and still maintain the fidelity of the lesson plan you are required to teach. 

The Instructional Shift

Traditional One-Way Instruction

• Focuses on “say it, assign it, test it.”
• Measures how well a student follows a method.
• Works for some students but leaves most behind.
• Relies heavily on talk-and-text delivery.

Multi-Modal Access

• Provides multiple ways to access the same idea.
• Measures the student’s actual understanding.
• Accelerates learning for almost every student.
• Varies how students interact with the work.

This shift starts with the students in the room. You have to look at the students sitting in front of you in your classroom(s).

Identifying Learning Strengths: The Nine Student Learning Preferences

Every student has a way of working that feels natural to them. These preferences are tools for expansion. They are not labels for pigeonholing children. When you recognize these clues, you open the door to the work necessary to reach all learners.

• The Word Kids (Verbal Learners): They tell stories and explain ideas. Their strength is remembering what they hear or read.
• The System Thinkers (Logical Learners): They ask how it works and hate pointless worksheets. Their strength is finding patterns and solving problems.
• The Movers (Kinesthetic Learners): They fidget and tap to stay focused. Their strength is showing what they know through action.
• The Visual Learners: They doodle to stay with you. Their strength is understanding a drawing faster than a page of text.
• The Rhythm Learners: They hum or tap while they work. Their strength is remembering through patterns in sound.
• The Talkers (Collaborative Learners): They need to say it out loud to understand it. Their strength is collaborating and leading others.
• The Quiet Processors: They prefer to think first and talk later. Their strength is being reflective and self-aware.
• The Detail Seekers: They notice things others miss. Their strength is connecting lessons to practical, real-world systems.
• The Big Picture Thinkers: They disengage if the work feels pointless. Their strength is connecting learning to a larger purpose.

These learning preferences help us see that students are not being difficult. They are just trying to process what we are teaching. When they can’t, that’s often when we lose them. 

From Chaos to Structured Choice

Many teachers worry that giving options leads to chaos. It doesn’t. Structured choice is not the same as having no plan.

You do not need to create 27 different lesson plans. That is impossible. You only need to adjust student access to the same educational standard.

When we open up options, we stop fighting the students. We start helping them do the work.

Instead of asking, “Which students can handle my lesson?” ask, “How many ways can students access this idea?” Next, ask yourself, ‘How many of these ways can I sprinkle into my lesson plan and stay sane.’ I realize teachers often have ridiculous demands on their time and these ‘options’ may seem overwhelming. Take baby steps to incorporate different learning preferences into a lesson plan. Once those first steps become part of your teaching repertoire, then try others. 

Theory is fine. But teachers need to know what to do when the bell rings on Monday.

The Monday Morning Strategy Guide

You do not have to overhaul your entire curriculum at once. Start small. Give students two or three options for an assignment. Use these low-prep strategies to get started.

1. For Word Kids: Let them write a script or an article. They can teach a peer or create debate questions.
2. For System Thinkers: Have them build a timeline or design an experiment. They can compare and contrast two ideas.
3. For Movers: Let them act it out or build a model. They can use a simulation or create a physical demonstration.
4. For Visual Thinkers: Ask them to draw it. They can make a map or an infographic. Use color to organize notes.
5. For Rhythm Learners: Let them create a chant or a rhythmic explanation. They can explain the learning out loud to themselves.
6. For Quiet Processors: Give them time to think first. Let them journal or write personal connections before they have to share.
7. For Talkers: Use a turn and talk. Let them teach a friend or participate in a group debate.
8. For Detail Seekers: Ask them to apply the lesson to a real-life situation. Let them sort or categorize information into systems.
9. For Big Picture Thinkers: Let them explore the “why” behind the lesson. Connect the topic to a larger goal or a real-world value.

The content stays the same. The standard stays the same. Only the path changes.

This is the foundation of structured choice and differentiated instruction in today’s classroom.

The Impact: Measuring What Matters

When you use structured choice, the classroom changes. You stop measuring who can sit still. You start measuring who understands the material.

The results are immediate:

• Engagement goes up because students feel capable.
• Behavior issues go down because students aren’t frustrated.
• Confidence grows because students have a way to succeed.

The goal is for a student to say: “I get it.”

When a student finally accesses the content in a way that works, the shift is instant.

Once you see that happen, you don’t go back.

Frequently Asked Questions About Structured Choice in the Classroom

What is structured choice in the classroom?
Structured choice is an instructional strategy that gives students multiple ways to access and demonstrate learning while maintaining the same academic standard and learning objective.

How is structured choice different from differentiated instruction?
Structured choice is a practical application of differentiated instruction. It focuses specifically on offering students options in how they engage with content, process information, and demonstrate understanding.Does giving students choices create classroom management issues?
No. When implemented correctly, structured choice improves classroom management by increasing engagement, reducing frustration, and giving students clear, purposeful ways to participate in learning.

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!. Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

The post Classroom Accessibility Handbook: Structured Choice in the General Classroom appeared first on Susan Fitzell.

Stimming is short for self-stimulatory behavior. It includes repetitive movements or repeated use of objects, and it shows up in autistic people, people with ADHD, people with sensory processing differences, and plenty of neurotypical people, too.

Nail biting, leg bouncing, pen clicking, hair twirling, and chewing on a pencil all fit the same basic pattern. The difference is that neurodivergent stims can be more visible, more frequent, and sometimes unsafe, which is why they attract attention in classrooms, clinics, and workplaces.

The reframe matters: many stims are a form of self-regulation, not defiance. For some people, a stim adds input when the brain is under-stimulated. For others, it helps dampen or organize input when the environment is too loud, bright, busy, or unpredictable. Stimming can help regulate stress, anxiety, boredom, fear, emotional overload, sensory overload, and sometimes it is simply how a person expresses excitement and joy.

That is the practical “why” behind sensory rooms. A sensory room is a dedicated space that lets someone meet a sensory need safely, with less social judgment, and with fewer harmful coping behaviors. Instead of forcing a child or adult to spend their energy masking, a sensory room provides a controlled environment where regulation can happen faster and with less fallout.

Suppressing Stimming?

What went wrong for years is the same thing that happens with nail biting. People see the behavior and try to stop it without addressing the reason it started. When you suppress harmless stims because they look unusual to others, you remove a coping tool and increase stress. If a stim is harmful (skin picking, head banging, hair pulling), the answer still is not “ban it and move on.” The answer is “reduce risk while you solve the underlying need,” which often includes safer substitutes, environmental changes, and predictable ways to take breaks.

Sensory Rooms Accommodate Stimming in a Healthy Way

Sensory rooms support that approach. They can be simple or elaborate, but the best ones do the same core job: they give a person more control over sensory input and a place to reset before stress escalates. That can include tools for tactile input (fidgets, textured items), proprioceptive input (weighted lap pads or blankets), visual control (dimmers, lamps, reduced glare), and sound control (soundproofing, white noise, permission to use noise-canceling headphones).

This also is not “just a kid thing.” Children who stim grow into adults who still have sensory needs. In fact, sensory stress can compound at work because many neurodivergent adults are actively trying to look “fine” all day. When someone is spending effort to mask, it reduces bandwidth for focus, communication, and stamina. A sensory space is one concrete way to reduce that load, and it often helps neurotypical employees too. Quiet and control are not niche benefits; they are human benefits.

A workplace example makes the point. An employee in a bright, open office manages most days, but a personal stressor pushes their nervous system over the edge. They cannot think clearly, their breathing feels tight, their heart rate climbs, and concentration drops. A short reset in a private, darker room, with fewer inputs and a chance to use a calming body position, helps them regulate in about ten minutes and return to work. The lesson is not that the employee is “fragile.” The lesson is that capacity changes with cumulative stress, and having a predictable reset option prevents a small overload from becoming a full derailment.

If you are setting up a sensory room, design it around control and choice. Privacy matters. Lighting options matter. Sound options matter. Seating options matter. Include a few “input” tools (fidgets, textured items, chewable options) and a few “calm” tools (weighted items, soft blankets, a neutral couch, a yoga mat). Add a clear usage policy that keeps access fair and keeps the space respected, and pair it with culture cues that make it safe to use. A room no one feels permitted to use is a room that will not help.

Finally, use accurate language. Neurodiversity refers to the natural diversity of minds across humans. Neurodivergent describes an individual whose cognitive style diverges from dominant norms. Neurotypical describes the majority cognitive style. “Neurodiverse” is best used as an adjective for a group or environment, not for an individual person. Susan_Fitzell_Style_Guide_v1.0

FAQ

What is stimming, and who does it?

Stimming is self-stimulatory behavior, usually repetitive movements or repeated interaction with objects. Autistic people and people with ADHD or sensory processing differences may stim more visibly or more often, but many neurotypical people stim too (nail biting, leg bouncing, pen clicking, hair twirling).

Why do neurodivergent people stim?

Stimming is often a regulation strategy. It can reduce sensory overload, organize attention, manage stress or anxiety, prevent emotional overwhelm, or provide needed stimulation when the brain is under-stimulated. Sometimes it also expresses joy or excitement.

Should schools or workplaces stop stimming?

Stopping harmless stimming without addressing the underlying need usually increases stress and can worsen regulation. If a stim is unsafe or damaging, the goal is to reduce harm while meeting the sensory need in a safer way, not simply banning the behavior.

What is a sensory room, and what problem does it solve?

A sensory room is a dedicated space designed to support sensory regulation. It gives a person a controlled environment to reset, meet sensory needs safely, and return to learning or work with less escalation, less masking, and fewer harmful coping behaviors.

What should a simple sensory room include?

Start with privacy and environmental control: adjustable lighting, reduced noise or white-noise options, and comfortable seating or space to lie down. Add a small set of regulation tools like weighted lap pads or blankets, soft blankets, a yoga mat, a few fidgets or textured items, and clear guidelines for respectful use.

FREE DOWNLOAD: Neurodiversity in the Workplace: Things to Consider Before You Jump On the Bandwagon

Neurodiverse hiring practices can benefit any company in any industry and in more areas than most people realize. The investment has yielded greater patenting, innovation, process improvement, efficiency, and creativity not only in technology industries but also in industries that include investment banking, insurance, and mortgage banking.

This resource explains the term “neurodiversity” and describes the potential positive impact on your business that can come from including neurodivergent individuals in your workplace.

The post Sensory Rooms and Stimming: Practical Supports for Autism, ADHD, and Sensory Processing Needs appeared first on Susan Fitzell.

Let’s be honest—today’s classrooms are more complex than ever. We’ve got fast finishers, slow processors, fidgeters, dreamers, doodlers, and kids who ask, “Why are we doing this?” before you’ve finished giving directions. It’s clear that one-size-fits-all teaching doesn’t work anymore. Personalized learning strategies are the key to reaching every student where they are—and helping them thrive. These personalized learning strategies reduce barriers and increase engagement for every learner.

Why Personalized Learning Works in Today’s Classrooms

Personalized Learning is not a trend. It’s a research-based, equity-driven practice that respects individual learning differences without sacrificing rigor. It’s not about letting students “do whatever they want.” It’s about offering meaningful choices, reducing barriers to learning, and giving all students a path to success.

For example, allowing students to choose where they sit—whether at a standing desk, on a yoga ball, or in a quiet corner—can significantly increase focus and engagement. Research has shown that using standing desks can actually improve executive function and working memory. When students are comfortable and able to move, they can better manage their energy and attention.

Simple Tools That Shift the Learning Experience

We also use tools that help students organize information in ways that match how the brain works. Mnemonics, acronyms, and color-coded notes are more than memory tricks—they are cognitive supports that reduce overload and make recall faster. Using visuals, like graphic organizers or color-highlighted math steps, helps students see the structure of a problem or concept. For our many visual thinkers, that’s a game changer.

To ease transitions and manage classroom flow, try the Stoplight Cue System—green means go, yellow means five minutes left, and red means time to move on. This system not only minimizes interruptions, but also supports students who struggle with executive functioning or processing delays.

Another favorite: mandalas for focus. After a test or during high-anxiety moments, giving students time to color a mandala (from the outside in or inside out) provides a moment of calm, resets the brain, and supports emotional regulation.

Empower Students to Take Ownership of Learning

Most importantly, Personalized Learning gives students a voice and a plan. When learners have agency—when they can make decisions about how they show what they know—they begin to see themselves as capable. They move from feeling powerless to feeling confident.

In an era where schools are being asked to meet the needs of every learner while also navigating political tensions, the best solution isn’t standardization—it’s personalization. Personalized Learning lifts every student by providing what they uniquely need to succeed.

Let’s Move From Surviving to Thriving

If you’re ready to bring personalized learning strategies to life in your classroom, let’s connect. Grab your copy of Special Needs in the General Classroom—packed with 500+ practical tools you can start using tomorrow. Or schedule a full-day inservice with Susan to bring Personalized Learning to life in your school.

Let’s give every student the opportunity to thrive.

Call to Action

If this article resonates with you, you’re not alone—and you don’t have to figure it all out by yourself. Whether you’re a classroom teacher, instructional coach, or administrator, I offer dynamic in-person trainings and consultations that bring these strategies to life.

✅ Book me for a school inservice or district PD
✅ Explore my training materials  and blog articles on on differentiated instruction
✅ Pick up your copy of Special Needs in the General Classroom for 500+ ready-to-use strategies

Let’s work together to move students from surviving to thriving—one strategy at a time.

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!. Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

The post From Chaos to Confidence: Why Personalized Learning Strategies Help All Learners Thrive appeared first on Susan Fitzell.

The post Articles for Reprint appeared first on Susan Fitzell.

What can teachers do?

• Give students activities that let them move safely more often, like role-plays, skits, and stretching.
• Have students who chronically rock balance on a rocking board while doing worksheets on a podium. It helps them to concentrate and keeps them from fidgeting.
• Build a small under-desk version of a rocking board. Students sit at their desks with their feet on a rocking board underneath and it keeps them from rocking back in their chairs.

You can find detailed instructions here: http://sawdustmaking.com/Foot%20Rest/footrest.html

Can’t build the rocking board yourself? Just ask the teacher of a woodworking class within your district or at a local tech school to build one for you.

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!. Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

The post A Solution for Students Who Rock and Fidget in Their Seats appeared first on Susan Fitzell.

Children in the autistic spectrum have often been described as engaging in repetitive actions, such as hand flapping, hair twirling and skin picking, often referred to as “stims”. For a long time, the reasons for this behavior were unclear and frowned upon. As a result, caregivers and clinicians sought to prevent this behavior. Now though, the benefits of stimming are known and more accepted among professionals.

To facilitate the beneficial side of stimming, schools and care centers have begun to create sensory rooms to help kids of all neurotypes express their sensory needs safely, without judgment and/or harming themselves.

What is Stimming?

What is stimming? According to Medical News Today, stimming is a “…self-stimulatory behavior that normally involves repetitive body movements or repetitive movement of objects.”

Researchers associate stimming with conditions such as autism, ADHD, and sensory processing disorder. Still, the fact is that people outside of these groups stim as well. How so? Nail biting, knee bouncing, clicking your pen, twirling your hair, or chewing your pencil — all these are commonplace — and all are examples of stimming.

If stimming is so common and spans all neurotypes, why are we discussing it? In the case of neurodivergent individuals, stims can be particularly noticeable and distracting to themselves or observers. In some cases, these behaviors can also physically harm the individual and thus present a danger.

Much discussion has taken place around why these habits develop. A nail biter will tell you that they think they do so because it does something to calm them or alleviate some other discomfort in a situation. Could this be a clue to understanding the more “unusual” stims that appear in neurodivergent people?

Why do neurodivergent people stim? While stimming in neurotypical people is often anxiety-related, in neurodivergent people, it can have a few other sources as well. Stimming helps regulate stress, anxiety, boredom, fear, emotional overwhelm, physical overwhelm, sensory overload, and even express happiness and joy!

Stims can either provide stimulation for sensory-seeking individuals or dampen stimulation for the sensory overloaded (Source: Delacato C. H. (1974). The ultimate stranger: The autistic child. Novato, CA: Arena Press.)

“Common stims for people with autism include hand flapping, rocking, flicking or snapping fingers, bouncing or jumping, pacing, head banging, spinning objects, and repeating words.”

Researchers have identified various stims that fall into several broad sensory-system-related categories illustrated in the chart below.

Suppressing Stimming?

Most nail biters will describe how they’ve been discouraged from the habit, often by force or other painful measures — with little regard for addressing the cause of the behavior.

Sadly, for many neurodivergents, the same approach has been applied to their stimming. So, while things like nail biting, skin picking, and hair pulling are damaging, simply banning the behavior is not beneficial.

These behaviors help alleviate some issues that the person is experiencing in their environment. Suppressing harmless stims simply because they appear odd or unusual to neurotypical colleagues is harmful to neurodivergent. Suppressing stimming, a basic need of many autistic individuals, can lead to detrimental outcomes.

As more neurodivergent people enter the workplace, this behavior may be a topic for employers to investigate and incorporate into their workplace environment. As previously noted, stims can be beneficial — to neurodivergent people and neurotypicals.

Sensory Rooms Accommodate Stimming in a Healthy Way

As we’ve seen, stimming is a response to a sensory need. Hundreds of stim toys and objects exist for children — fidget toys, chewable jewelry, etc. Weighted blankets also provide a sensory stimulus, and these too are increasing in popularity.

Beyond these individual items, schools and other institutions have started to create dedicated sensory spaces called sensory rooms. The idea is that neurodivergent kids can escape to these specially designed rooms to alleviate whatever may be prompting them to stim. In this way, the need is met without resorting to detrimental behaviors to cope.

Sensory rooms for children can range from simple to elaborate. It might be a quiet room with some creature comforts known to soothe and help regulate the senses. They are also designed to accommodate a wide range of sensory needs in one space. The facilities in these rooms are related to the stim types mentioned above and contain items and amenities that can address these.

Children who stim grow up to be adults who need to stim (and become stressed when putting their energy into masking it.)

Sensory needs do not go away for a neurodivergent adult. In fact, for those that are employed and are actively trying to “fit in” to society unnoticed, sensory stress may accumulate! Part of the reason so many neurodivergent are unemployed/underemployed or can’t seem to stick with a job. Sensory rooms are, thus, not just for kids. Adults can benefit too. By making an effort to meet a very human need, this situation is entirely addressable.

How to Set Up a Sensory Room

An autistic woman in the workplace describes her plan for a sensory room for adults in the workplace.

“I worked remotely and only had to go into the office once a week. I will say that the lighting was so bright as to make me feel uncomfortable and exhausted by the end of the day. Normally, I can cope with a little bit of bright light, if only for 8 hours a week. One day, when I had a particularly emotional issue on my mind, the lights and open plan setting just seemed worse. I couldn’t think or breathe properly and couldn’t concentrate on my work and my heart rate was elevated. I remembered that this office had private work rooms, which one could book for private teleconferences or to focus on work. I asked my team lead if I could use one of them. He agreed. I locked the door and sat in that darkened room, alone, on the velvety couch, got into a child’s pose, and focused on my breathing. I calmed down after about ten minutes and could get back to work. The brightness of the office lights seemed less bothersome after that.”

This experience reveals a few things. First, she was sensitive to lighting and noise. Most times, she could cope with these inputs. Still, one additional stressor — the personal problem, caused her to lose her ability to manage the sensory inputs. The solution was to be alone in a dark room where she did what was needed to self-regulate. She is hypersensitive to light and sound; thus, a sensory room would be some space where she can control the lighting and the audio or noise levels. She also talks about lying in child’s pose to calm her down. This suggested vestibular sensory needs.

A good sensory room then would allow a person to control the environment concerning the different sensory functions.

Practically, a sensory room in a workplace can include the following features:

• A private room or set of spaces with some level of privacy enabled
• Ability to control the lighting — using dimmers, lampshades, or colored lights
• Soundproofing and/or the ability to play white noise or other sounds that soothe. A place where the person can use their own noise canceling devices
• A set of mild fragrances to sniff if needed — aromatherapy
• Gummy candies or other kinds of safe, chewable items
• A place to sit or lay down — a couch with a neutral textured surface
• Fluffy blankets
• Weighted blankets/cushions
• A yoga mat on the floor for those who prefer to sit or lay on the ground
• Bonus — rocking seating or a swing chair or hammock chair fastened to the ceiling — for vestibular sensory seekers
• Exercise balls to sit on/bounce on
• A selection of fidget toys and other interesting textural items to choose from
• Electric hot pads or cooling pads
• Bean bag chairs

As you can see, a workspace sensory room need not be an expensive or complicated project. Whether you are neurotypical or neurodivergent, the appeal of having such a space available is apparent. Fair usage policies should be set up to manage access and maintenance and to prevent abuse. Managing those factors will be much easier if the workplace culture is accepting of neurodiversity-inclusively.

Humans have unique needs. The benefits of meeting those needs instead of ignoring them are many-fold. With the increased focus on employee mental wellness, such a space would enhance the employee experience. This simple idea, a dedicated safe, comfortable escape room, can be just what’s needed to bring out the best in employees.

Neurodiversity Definition

Neurodiversity: this term refers to a general diversity of minds. It includes people who are neurotypical and neurodivergent. When I talk about promoting neurodiversity in the workplace, for example, I am referring to creating a diverse workforce representative of the broad spectrum that exists when it comes to ways of thinking, processing information, communication, and learning. Some employees may be “normal” or neurotypical while others may have ADHD, Dyslexia, Autism, or trauma impacted ways of thinking. I am not referring to any particular label or diagnosis, but rather, the concept of an environment where a diversity of minds coexist.

Neurodiverse: This word is pretty much the same as neurodiversity, but should be used as an adjective. You can say, for example, that your workplace is neurodiverse.

Be careful though, because you should never describe a person as being neurodiverse. Individual people should be described as neurodivergent.

Neurodivergent: This word describes an individual whose way of thinking falls outside of society’s defined version of normal. Oftentimes you will see it abbreviated as ND.

Many times, neurodivergent people will have a diagnosis or label you may recognize, like autism, dyslexia, or ADHD. But neurodivergent people are also those with epilepsy, different kinds of brain trauma, or simply a unique way of thinking that may not have a specific diagnosis.

FREE DOWNLOAD: Neurodiversity in the Workplace: Things to Consider Before You Jump On the Bandwagon

Neurodiverse hiring practices can benefit any company in any industry and in more areas than most people realize. The investment has yielded greater patenting, innovation, process improvement, efficiency, and creativity not only in technology industries but also in industries that include investment banking, insurance, and mortgage banking.

This resource explains the term “neurodiversity” and describes the potential positive impact on your business that can come from including neurodivergent individuals in your workplace.

The post Sensory Rooms - Facilitating Neurodivergent- Friendly Workplaces appeared first on Susan Fitzell.

• Make use of non-verbal signals to cue student before transitions, or to stop all activity and focus on the teacher.
• Assign students Task Buddies to help keep partner on task.
• Seat students near the center of instruction.
• Seat distractible students surrounded by well-focused students.
• Use physical proximity to help cue student to return to task.
• Allow quiet fidget toys, doodling, or mandalas to help improve student focus. Fidget toys can include craft rings threaded with beads for calming.

• If students doodle, ask them to create doodles in the margins that illustrate their notes, enhancing visual recall. Later, ask them the paraphrase the meaning of their doodles.
• Clearly define expectations.
• Vary tone of voice when presenting to students. (If you can pull off a dramatic flair, it works well.)
• Provide study carrels or partitions to reduce visual distractions during seatwork or test taking as appropriate. (This should be a student choice, not a punishment.)
• Provide sound-reducing headsets for students to minimize auditory distractions.
• Silence the “pen tapper” with the sponge from a curler.

• When possible, engage students in unstructured, creative challenges.
• Color or highlight directions and important words on the assignment.
• During silent reading, consider allowing students to sit on the floor if they ask. Some students become amazingly focused when they carve out their own space on the floor or in a corner in the classroom.
• Allow students to ask buddies for clarification on seatwork.
• Significantly increase opportunities for active student involvement in the lesson and utilize questioning techniques that engage all students.
• Consider allowing ADHD students to “tutor” other students in areas of strength. This often brings out focused, caring behavior and encourages self-esteem.

Interventions for Auditory Processing Difficulties

Follow the suggestions for ADD/ADHD. Students with auditory processing difficulties often exhibit the same or similar behaviors as students with ADHD. A speech therapist whose expertise was Central Auditory Processing Disorder (she had CAPD) shared that many students diagnosed with ADHD were actually CAPD, but rarely tested for it. Some vision difficulties also mimic ADHD.

• Supplement verbal presentation with visuals, color, graphics, and demonstrations.
• Allow time for processing information – Slow down.
• Increase amount of eye contact with students.
• Follow the ten-second rule before calling on students to respond to a question.
• Provide directions in written as well as verbal forms.
• If spelling is an issue, allow a spell checker or text editor to complete writing assignments.
• Keep background noise in the classroom to a minimum when lecturing or presenting information to the whole class. Students with CAPD cannot process what they hear when there is background noise. If possible, get a Sound Screen.
• Monitor frequently for student understanding.
• Write major points or content outline on the board.
• Offer many choices that involve creative expression.
• Provide an outline or overview of the lesson.
• Relate information to students’ experience and background information.
• Summarize key points and let students know what is important for them to remember.ads

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Accommodations that Work in the Secondary and Higher Education Environments

The world is filled with sensations. For almost everyone, this sensory input results in a range of experiences — some of which are amazing, some maybe not so pleasant.

For those who struggle with sensory processing, though, it can be difficult to navigate a world that is filled with so much stimulation. For sensory-sensitive individuals, many everyday situations can cause a whole spectrum of reactions ranging from overwhelm to hypo-stimulation, strong feelings of discomfort, or even pain. This is especially true for those with sensory processing issues who attend school.

Schools are hustle-and-bustle environments filled with chatter, bright lights, and a myriad of other forms of sensory input. Luckily, there are some great strategies for hypo and hypersensitive students that are helpful for regulating sensory input.

Managing Sensory Processing Difficulties

First, let’s talk about the basics.

The first line of care when it comes to managing sensory processing difficulties should always be professionally managed therapy or occupational therapy. A therapist can help you curate experiences, strategies, and coping mechanisms for when things are either difficult or easy.

After receiving expert help, however, it may still be useful to compare experiences and find out what has worked for other students.

Strategies that can Help with Feelings of Hyposensitivity or Hypersensitivity

One of the many strategies frequently used by occupational therapists is sensory diets. I know this may sound like altering the way you eat, but, the term actually refers to tailoring the activities and experiences you perform throughout the day to manage sensory sensitivity (Bennie, 2021). Tailoring your own sensory diet can help you find strategies that meet your needs in terms of adding or reducing stimulus.

A few minutes of research can quickly give you an in-depth look at extra ideas to add to your sensory menu, but here are a few that you could start with today:

1. Take scheduled short walks. Taking a stroll in nature or with headphones on can help individuals regulate sensory input while at the same time grounding themselves.
2. Engaging in proprioceptive activities. This may be as simple as wearing a weighted vest or doing exercises that work your muscles and joints. Activities such as weightlifting, running, skipping rope, or even carrying out chores like sweeping or vacuuming can help with sensory processing.
3. Engage in auditory or visual sensory activities. Reading or listening to an audiobook, listening to calming or energizing music, using noise-canceling headphones, coloring or drawing, and avoiding or seeking out bright lighting are helpful coping strategies.

Incorporating Foods into a Sensory Diet

Food textures, tastes, and temperatures are often troublesome for hypo or hypersensitive students.

It may be helpful to tailor your food diet as part of your sensory diet. Some ideas include curating distinct food textures by seeking out crunchy, soft, or smooth foods. You can do the same with the distinct tastes, (sweet, salty, savory, etc., ) or food temperatures. For some, listening to their cravings might be ideal, whereas for others, a structured diet may work best.

For example, you might want to schedule crunchy or cold food in the afternoon, if it makes you feel more energized. Likewise, you may want to choose a warm beverage in the evening, if you’re having trouble calming down.

Sensory Strategies for the School Environment

Now that we have a list of ideas on how to help regulate stimuli, it’s only natural to wonder how you can implement them in a school setting.

Staying in school can be quite challenging for those with sensory issues, but with the right strategies, hyper or hyposensitivity is manageable for most. Integrating a sensory diet into school life may require you to advocate for yourself with teachers or cafeteria staff. Most importantly, it requires you to prioritize your own wellbeing.

If accommodations allow, take scheduled breaks to go for short walks. If not, then asking to use the restroom or water fountain can work to covertly permit you to take a short walk. You may also wish to use the time in between classes to exercise intentionally with mini workouts. Starting or ending your day with exercise can help to either increase your sensory tolerance or vent the overwhelm that has built up throughout the day.

You may also want to use assistive devices in class such as noise-canceling headphones, weighted vests, weighted lap pads, or fidget toys. As long as they are not loud or disruptive, these devices are permitted in most classroom settings.

Most schools have lunch breaks or give you the option to take your break on your own time. In either scenario, it can be useful to eat sensory-friendly or desirable foods, as discussed above. For impromptu meals, it can be useful to visit the school cafeteria beforehand and familiarize yourself with the menu. This will give you an advantage when it comes to selecting your menu on the fly.

Talking to your professor or your peers can also help you to come up with or discover accommodations that are available to you. Guidance counselors can also advise you on which accommodations have been available to students with similar difficulties in the past.

Finally, taking self-care breaks is crucial. This is true even for neurotypical people but is especially important for those with any kind of neurological sensory-processing difficulty. Stepping away from school on days that are too overwhelming shouldn’t spark feelings of guilt. Engaging in things like talk therapy, good hygiene, organizational habits, and healthy socialization can help you feel your best.

In the end, prioritizing your mental health will only boost your productivity, happiness, and satisfaction with your work.

The Best Strategy for Hypo and Hypersensitive Students: Be Proactive

The best way to deal with sensory difficulties in school is to be a proactive student. Tailoring the school experience to your needs is the best coping strategy for hypo and hypersensitive students. Take breaks when needed. Implement your unique sensory diet into your school life when possible.

These strategies will help reduce the stress associated with the neurodivergent condition impacting your sensory processing. Not only that, they will also help you put your abilities in the spotlight, rather than draw attention to your difficulties.

In a world that is so filled with sensory input, putting your needs first can help you thrive in any setting.

References

Familydoctor, Sensory Processing Disorder, Retrieved September 1st from https://familydoctor.org/condition/sensory-processing-disorder-spd/

Bennie,M. (2021) What is a Sensory Diet? Published by the Autism Awareness Centre, Inc. Retrieved September 1st from https://autismawarenesscentre.com/what-is-a-sensory-diet/

Photo Credits:
AaronAmat /iStockphoto Standard License
gwolters / Shutterstock Standard License
michelangeloop / iStockphoto Standard License

FREE DOWNLOAD: Neurodiversity in the Workplace: Things to Consider Before You Jump On the Bandwagon

Neurodiverse hiring practices can benefit any company in any industry and in more areas than most people realize. The investment has yielded greater patenting, innovation, process improvement, efficiency, and creativity not only in technology industries but also in industries that include investment banking, insurance, and mortgage banking.

This resource explains the term “neurodiversity” and describes the potential positive impact on your business that can come from including neurodivergent individuals in your workplace.

The post Sensory Processing Strategies for Hypo and Hypersensitive Students appeared first on Susan Fitzell.