What’s Next for Fidget Spinners and Sensory Tools in the Classroom?

Fidget spinners and cubes took classrooms by storm several years ago, sparking both excitement and skepticism. Some teachers praised them for helping students stay focused; others saw them as distractions. But what does the research actually say, and where should we go from here?

What We Know So Far

Two recent studies shed light on how these tools impact student behavior, with mixed results.

• In one study, students were allowed to use fidget spinners with clear rules for when and how to use them. The results? Modest improvements in on-task behavior. The structure seemed to help.

• In contrast, another study tested fidget cubes without much guidance on their use. In this case, researchers saw no change in attention, and some signs the cubes may have actually interfered with learning.

These findings echo what many educators and clinicians observe anecdotally: the same tool can help or hinder depending on how it’s used.

Where Research Should Go Next

The next logical step isn’t just testing more gadgets—it’s unpacking the role of expectations and structure. Future research should consider:

1. Rules Alone: Can simply setting behavioral expectations improve student focus, even without a sensory toy? This would help isolate the effect of structure from the toy itself.

2. Rules + Tools: When both are in place, does the combination offer a bigger boost or do some students benefit more than others?

3. Individual Differences: Are certain students (like those with ADHD or sensory processing needs) more likely to benefit from fidget tools under structured conditions?

4. Type of Task: Do fidget tools support focus during passive listening (like lectures) more than active learning (like writing or math)?

Final Thoughts

Sensory-based interventions are not one-size-fits-all. Fidget tools may help some learners stay grounded and focused but only when used thoughtfully. That means giving students clear expectations, matching tools to individual needs, and continuously reflecting on what's working and what’s not.

As we continue to bridge research and practice, let’s move beyond hype or dismissal and toward understanding what actually supports attention and learning in real-world classrooms.