Repetitive behaviour — often called “stimming” — is one of the most misunderstood neurodivergent traits. Teachers often see it and assume distraction, disrespect, impatience, or “acting out.”
But research shows something entirely different:

👉 Stimming is the brain’s way of staying regulated. It’s not a behaviour problem — it’s a coping strategy.

To understand it properly in an ESL context, we need to look at why it happens and what it actually supports.

1. What stimming really is

Stimming includes any repeated movement, action, or sound, such as:

tapping fingers
shaking legs
spinning a pencil
humming or repeating a phrase
rocking gently
touching or rubbing an object
flapping hands
repeatedly asking the same question
flicking pages
clicking the tongue or swallowing repeatedly

These behaviours serve a purpose. They help the nervous system calm down, focus, or handle sensory input.

Leekam et al. (2011) and Kanner (1943) show that stimming generally supports:

emotional regulation (reducing anxiety),
sensory regulation (balancing too much or too little input),
attention anchoring (keeping focus steady).

So the common assumption — “They’re not paying attention” — is backward.
Stimming often helps the student focus.

2. Stimming looks “odd” from the outside, but it’s functional

Teachers tend to judge it by appearance, not purpose:

“Why is he rocking?”
“Why is she repeating the same sentence?”
“Why is this student spinning the same object again and again?”

But the underlying assumption here is flawed:
“Good attention is silent and still.”
That’s a neurotypical expectation, not a universal truth.

Kapp et al. (2019) found that autistic stims:

reduce stress,
prevent shutdowns/meltdowns,
help maintain engagement,
support self-regulation,
improve overall participation.

So what might look like “zoning out” is often the brain working very hard to stay in the lesson.

3. Why stimming increases in ESL classrooms

Second language learning is cognitively intense.
Students must:

decode unfamiliar sounds,
track new grammar,
listen for meaning,
translate or process internally,
follow social rules in a foreign language.

For neurodivergent learners, this double load — social + linguistic — is heavy.
Stimming becomes a natural way to cope with that stress.

In other words:
👉 The more cognitively demanding the task, the more stimming you may see.
This is not disengagement.
It’s the brain protecting itself so the student can keep learning.

4. Why repeating the same question can be a stim

This is one ESL teachers often misinterpret.

A student might ask:
“What page?”
“What page?”
“What page?”
even after you answered once.

This is not:

trying to annoy the teacher
forgetting instantly
ignoring you
being careless

Research shows repetitive questioning can be:

a grounding mechanism,
a way to reduce uncertainty,
a method of processing instructions,
a self-soothing rhythm,
or a script they use to manage anxiety.

The rhythm of repetition calms the brain much like tapping or rocking does.

5. The biggest misconception: “Stimming = misbehaviour”

This is a social interpretation, not a scientific one.

Most stimming is harmless.
It only becomes a problem if it’s unsafe or if it blocks someone else’s learning — and even then, the solution is to modify, not eliminate.

Trying to stop stimming directly usually:

increases anxiety,
worsens attention,
triggers shutdowns or meltdowns,
causes masking (very harmful long-term).

Hull et al. (2017) describe masking as one of the biggest predictors of autistic burnout.

6. ADHD, sensory load, and stimming

Students with ADHD stim for slightly different reasons.
Research (Yamamoto et al., 2019) shows ADHD students use stimming to:

regulate fluctuating attention,
stay alert during long instructions,
manage restlessness,
block background noise,
keep their working memory active.

For them, stimming is closer to “movement-based focusing,” not stress relief — but the function is still positive.

7. What this means for ESL teachers

Here is what decades of research boil down to:

✔ Stimming does not mean the student is unfocused.

Often it means they are trying to stay regulated enough to absorb your English.

✔ Don’t interpret stimming as disrespect.

It’s regulation, not attitude.

✔ Don’t force students to stop.

Instead, support safe, quiet forms of stimming.

✔ Expect more stimming during:

new grammar
speaking tasks
listening tests
social-heavy activities
unfamiliar routines

These moments raise cognitive load.

✔ Provide alternatives:

fidget tools
small textured objects
permission to doodle
movement breaks
quiet rocking or tapping
stress balls
chewing gum (if allowed)
a “calm corner” desk

These reduce the need for disruptive stims.

✔ Repetitive questioning → respond with clarity + predictability

Try:
“We’re on page 26. It’s also written on the board. You can check it anytime.”
This reduces the anxiety behind the repetition.

8. Stimming helps learning — it doesn’t block it

The key truth ESL teachers often miss:

🟣 If a neurodivergent student looks still and controlled, they might be masking.
🟣 If they’re stimming, they’re probably regulating and trying their best.

Stillness ≠ concentration
Movement ≠ distraction

This challenges a deeply rooted classroom assumption, but it aligns with what neuroscience shows again and again.

🔁 2. Repetitive Movements (“Stimming”)