Fidget to Focus - The Power of Movement
By Dr. John Adduru, Ed.D, RN, BCCS
In recent years, incorporating music and movement for young learners has been encouraged in schools and home settings, not just for its entertainment value, but also for the brain benefits it can create.
Children with neurodivergence also have an inclination to seek movement activities in the classroom, so it's definitely encouraged to make sense of using play and movement time at all times.
According to Dr. Hallowell (2021), author of ADHD 2.0 (a highly recommended book!), he has stipulated the importance of cerebellum-involved activities we can do with children who have ADHD. These activities can increase and enhance emotional regulation and help them find the right rhythm for integrating themselves through a sensory-derived atmosphere.
But the question is how and when teachers need to get involved and create these programs that can help our children thrive. The answer is simple: it should always be part of the day.
I remember growing up in a private school, the first thing we did in the morning was go outside for an assembly. This assembly time wasn't just about singing our national anthem and reciting our school mantras; we started our day with physical movement and exercises. Under the sun, in the heat, with many children, we had to do it, and it was very routine and structured. I complained back then and didn't see the benefits at all until I realized the importance of what we were doing was actually valuable in our later years.
Xie et al. (2021) reported that the release of dopamine can also help and support children with neurodivergence in terms of attention span, increased development of physical motor skills, and most of all, motivation. Increased dopamine production actually helps us become more motivated in what we undertake, which can lead to more sustained skills and satisfied goals.
As educators at our school, we always promote physical movement for the children at any time. These are more like "time-in" activities wherein the children need to refocus, recalibrate, and reset. This has been quite effective, and most of our students have displayed a decrease in challenging behavior, are more collaborative towards peers, and even show more empathy to everyone.
Here are some strategies we implement in the classroom:
Trampoline time
Yoga bouncy ball
Total Body Response
Meditation exercises
Quiet time or nap time (which is important)
Team games
Piggy in the middle
Dodgeball
In the end, all we need to think about is what our children need in the classroom. It's not all about learning the ABCs and 123s, or who's the better reader and who's the better listener during circle time. It's all about developing resilience and becoming adaptive to any environment. At Lighthouse International School, we prioritize our children's well-being by giving them activities that promote physical, emotional, and mental health. Academics can come later if they feel safe, secure, and confident in what they do. It's not how many words a child can spell out, but what matters is how a child can say encouraging words towards themselves and others.
References:
Xie, Y., Gao, X., Song, Y., Zhu, X., Chen, M., Yang, L., & Ren, Y. (2021). Effectiveness of Physical Activity Intervention on ADHD Symptoms: A Systematic Review and Meta-Analysis.
Hallowell, E. M., & Ratey, J. J. (2021). ADHD 2.0: New science and essential strategies for thriving with distraction—From childhood through adulthood. Ballantine Books.
