Tools or Toys? The Effect of Fidget Spinners and Bouncy Bands on the Academic Performance in Children With Varying ADHD-Symptomatology

Abstract

Fidget tools – such as fidget spinners and bouncy bands – are advertised by manufacturers to improve academic performance in children. Therefore, these tools are often used in the classroom setting, either as a universal tool for all children or specifically for children with elevated ADHD-symptomatology. However, there is a paucity of ecologically valid research on the effectiveness of these tools in elementary school children. This study examined the effect of fidget spinners and bouncy bands on mathematics and listening performance of 233 children (53% boys, M_age = 9.10) in their regular classroom setting. ADHD-symptomatology was assessed by parent report and children’s movement was objectively measured by accelerometers. Linear mixed-effect models revealed that fidget spinners had an overall detrimental effect on academic performance, regardless of ADHD-symptomatology. Likewise, for the bouncy band an overall negative effect on children’s performance was found. However, further exploratory analyses suggested that for children with more symptoms of inattention the use of a bouncy band may reduce the negative effect of these symptoms on mathematics performance. Based on these findings, we advise against the use of fidget spinners or bouncy bands as universal therapeutic classroom tools to improve academic performance in elementary school children. More research is warranted on the potential beneficial effect of bouncy bands for children with elevated inattention symptoms.