From Wiggles to Words: Helping Students Communicate Through Sensory Behaviors

In every classroom, there’s a student who never seems to sit still. One who chews on their hoodie strings, hides under their desk, or insists on wearing the same scratchy sweatshirt day after day. It’s easy to see these behaviors as distractions, or worse, defiance. But what if they’re actually messages?

What if those wiggles, chews, and hideaways aren’t just “quirks,” but the language of a nervous system trying to communicate what words can’t yet express?

For teachers and school staff, recognizing and decoding sensory behavior is one of the most powerful ways to build trust, reduce classroom disruptions, and support emotional regulation in students, especially those who are neurodivergent or still developing self-awareness.

Let’s explore how to listen, what to look for, and what to offer instead.

Behavior Is Communication, Especially for Kids with Sensory Needs

When a student fidgets endlessly, chews their pencil to a nub, or retreats to the reading corner, they’re not always trying to avoid your lesson. Often, they’re expressing something much deeper: 

• “I’m overwhelmed.”
• “This room is too loud.”
• “I need to move or I’ll explode.”
• “That tag on my shirt feels like sandpaper.”
• “I’m trying to focus, but my body won’t let me.”

Children don’t always have the words to say this clearly. But their bodies find other ways to speak and it’s our job to listen.

The Most Common “Sensory Signals” in the Classroom

Here are a few behaviors you might see and what they may be trying to tell you:

• Fidgeting or constant movement
  May indicate a need for vestibular (movement) or proprioceptive (pressure) input to stay regulated or attentive.
  
• Chewing clothing, pencils, or hair
  Often a form of oral sensory-seeking behavior that helps calm the nervous system.
  
• Covering ears or avoiding group spaces
  Signals auditory sensitivity or overstimulation—common in loud environments like cafeterias, assemblies, or even partner reading time.
  
• Hiding under desks, asking for the lights off, or withdrawing
  Often related to sensory overload or emotional dysregulation, especially during transitions or after overstimulating tasks.
  
• Refusing to participate in certain activities (e.g., finger painting, loud group games)
  May be due to tactile defensiveness or aversion to unpredictable sensory input.

None of these behaviors are “bad.” They’re adaptive strategies just not always functional ones in a classroom setting. But the good news? Once you understand what the child needs, you can offer a better, more appropriate alternative. 

From Behavior to Support: What You Can Do Instead

When a student’s behavior feels disruptive, the first step isn’t correction, it’s curiosity.

Try asking: “What is this behavior trying to solve?”
Then, consider what small shift could meet that same need more constructively.

For the mover:

Instead of constant seat-shifting or getting up without permission, offer a discreet movement outlet:

• A sensory-friendly hoodie with built-in stress-relief cuffs (like Cloud9) that gives hands a quiet, rhythmic squeeze
• A wobble cushion or standing desk zone
• A “helping hand” job that lets the child move between tasks (passing out supplies, returning books, etc.)

For the chewer:

Instead of chewing shirt collars or sleeves, try: 

• Chewable jewelry or pencil toppers designed for oral sensory needs
• A small “sensory kit” with a textured object they can mouth safely
• Encouragement to wear clothing that meets their oral-seeking need (some parents have found the Cloud9 hoodie’s cuff design replaces chewing with squeezing)

For the hider or avoider:

Instead of disappearing under a desk, offer:

• A designated quiet corner or “cozy nook” with soft lighting and sensory-friendly 
• Headphones or earplugs during loud moments
• Predictable visual schedules to help reduce transition anxiety

When Students Feel Seen, They Learn Better

When a child feels like their sensory needs are understood, not punished they stop bracing for the next correction. They start participating.

Imagine what happens in your classroom when a student realizes:

• “My teacher gets that I chew when I’m nervous.”
• “I don’t have to hide, I have a space just for me.”
• “When I wear my calming hoodie, I can actually listen better.”

These aren’t accommodations that spoil a child. They’re strategies that unlock learning.

Sensory Tools That Don’t Stick Out 

One challenge many educators face: how to support without singling out.

That’s where subtle, wearable supports can be game-changers. Sensory-friendly clothing like the Cloud9 hoodie doesn’t scream “therapy tool” but it’s designed with built-in fidgets and gentle weight that offers calming input throughout the day.

It blends in. But it works hard.

And for many kids, that makes all the difference, especially those who struggle with the shame or confusion of “being different.”

Partnering with Parents & Therapists

You don’t have to figure it out alone. Many children already have occupational therapists, behavior intervention plans, or supportive parents who’ve done the hard work of identifying what helps.

When you start noticing a behavior pattern, consider reaching out with curiosity instead of concern.

You might say:

• “I’ve noticed your child seems more regulated when they’re moving, do you use anything at home that helps?”
• “They’ve been chewing on their sleeves a lot. Are you seeing that at home, too?”
• “What strategies have worked well in the past when your child gets overwhelmed?”

This kind of conversation can turn what might feel like a challenge into a shared solution.

Final Takeaway: See the Need Behind the Behavior

Sensory behaviors are not random. They’re a child’s nervous system calling out for regulation, comfort, or protection.

When we learn to see wiggles, chews, and meltdowns not as obstacles but as clues, we transform the way we teach. We become guides, not gatekeepers.

And in doing so, we give our students something more powerful than just a better day. We give them the language of self-awareness, self-advocacy, and self-regulation.

Their bodies may be talking. Let’s learn to listen.