Wellbeing

Joanne Smith - Assistant Principal (Wellbeing)

Recently, we have noticed an increase in the number of Nee Doh’s, squishies, fidget toys and other small toys being brought into the classroom learning environment. While some students may benefit from the use of specific sensory or regulation tools as part of an agreed support plan, it is important to recognise that not all fidget items support learning and, in some cases, can become a distraction for the student using them and those around them.

At LPPS, any tools used to support student regulation and engagement are carefully considered based on individual student needs and classroom expectations. Teachers and the wellbeing team work together to determine when a sensory tool may be beneficial and how it can be used effectively to support learning.

Fidget tools are most effective when considered part of a broader support strategy. If the item becomes distracting, is used as a play item, or impacts learning, the support may need to be adjusted or replaced with another strategy.

What is important is:

· the tool has a clear purpose linked to learning or regulation

· it helps rather than distracts the student or others

· students are explicitly taught how and when to use it appropriately

· teachers, along with the wellbeing team, monitor whether it is improving engagement and participation.

If you would like to discuss your child's individual learning or support needs, please contact their classroom teacher in the first instance. They can work with you to determine appropriate supports and, where required, make a referral to the wellbeing team for further assistance.