To Spin or Not to Spin: Making Sense of Spinning-Movements and Self-Regulation for Kids
What's going on when a child spins?
You might notice your child:
Spinning in circles, either standing or sitting
Watching spinning objects (a fan, a wheel) or spinning things themselves
Reaching for movement sensations, then returning to calmer behavior
This can feel confusing to parents: Is this a problem? A harmless habit? A way to help them self-soothe? The short answer: often it’s a way the body tries to self-regulate, but it’s also worth paying attention to how, when, and how much.
Why may spinning help a child regulate?
Self-regulation is a child’s ability to manage their physical and emotional state so they can pay attention, learn, interact, and engage. The American Occupational Therapy Association (AOTA) highlights that self-regulation involves sensory, motor, emotional and cognitive skills.1 Spinning often taps into the vestibular system (the inner-ear system that senses motion, balance, and orientation). When that system gets input through spinning or movement, it can help a child:
reduce stress or anxiety (by calming an over-aroused nervous system)
increase alertness (if under-aroused)
have a predictable sensory input when things feel confusing or noisy
According to the Children’s Hospital of Philadelphia Research Institute, full-body spinning, watching things spin, or other repetitive movements are described as self-stimulating behaviors used for regulation of sensory input. These self-stimulating behaviors are often termed “stimming”.2 In many cases, spinning is not simply misbehavior, it may be a tool the child is using to help themselves.
When spinning becomes a concern
Although spinning can be helpful, there are times when it may indicate a bigger challenge (or interfere with learning, safety or social engagement). Some red-flags:
The spinning is very frequent, long duration, hard to interrupt and the child becomes distressed if you stop it.3
The spinning occurs instead of participation in age-appropriate activities (play, interaction, learning) or causes the child to miss out.
The spinning is paired with other signs of sensory or developmental differences (for example, the child avoids other sensory input, has trouble with speech/social interaction).
The spinning causes safety risks (falling, spinning into furniture, dizziness, etc.).
Thus, the key question isn’t just if it’s happening but why, when, what happens before and what purpose it serves.
So…to spin or not to spin? Here’s how to approach it
1. Observe what happens before, during and after the spinning
What prompts the child to spin (transition, noise, excitement, other movement)?
Does spinning calm them, or is it followed by more dysregulation?
How long does it go? Does it stop when something else happens?
2. Decide if the spinning is helping or hindering
Helpful – if the child spins briefly and then moves on to engage, appear calmer, attend to a task.
Hindering – if the child spins for long stretches, avoids other tasks, appears stuck or distressed.
3. If it’s helpful → support it purposefully
Recognize it’s a regulation tool: you can build safe, structured movement times (e.g., intentional spinning or vestibular play) so the child doesn’t need to spin unpredictably.
Pair it with transitions: for example, before a “big change” (after-school arrival, before homework), allow a short “movement break” that may include spinning, swinging, or other vestibular input.
Monitor and help the child learn: “I see you spinning, then you're ready to do your reading/homework.” Gradually encourage the child to move from the spinning into the next activity smoothly.
4. If it’s hindering → build alternatives + seek help
Introduce other movement or sensory activities that provide similar vestibular input in a safer or more structured way (spinning on a swivel chair, using a therapy swing, scooter board, etc).
Consider a functional behavior assessment (a tool in ABA) to figure out what function the spinning serves (Is it seeking stimulation? Escaping a task? Calming from too much input?).
Collaborate with occupational therapy (OT) and behavioral/ABA specialists to develop a plan that supports self-regulation and meaningful engagement. AOTA research emphasizes that OT plays a key role in self- regulation interventions.4
Parent-friendly practical ideas
Here are some suggestions for families to try at home or that we can utilize at WHALE to support safe and smart spinning/movement for regulation:
“Spin time” before transitions: Right when the child arrives or before you start homework, allow 1-2 minutes of spinning or safe twirling with supervision. Then guide them into the activity.
Safe spinning zone: Designate a corner of your space where spinning is okay (with enough room, no obstacles). Equip it with a swivel chair, gentle music, and maybe a soft mat.
Structured movement breaks: Use a timer for short movement breaks that include spinning, swing, scooter board, or even controlled circle walking. This gives vestibular input without chaos.
Link spinning to self-awareness: After the movement break say: “How does your body feel now? Are you ready to focus?” This helps children recognize what spinning does for them.
Set limits but respect the need: If spinning is okay in the “movement zone” but not during a lesson or unsafe space, gently redirect: “We’ll spin in two minutes, then we’ll do reading.”
Use visual/choice supports: Some children like predictability. You can have a chart: red-light = no spinning (work time), green-light = movement/spin time.
Final thoughts
Spinning isn’t inherently “good” or “bad.” Think of it as a tool. Sometimes your child uses that tool to regulate, focus, and calm down. Your job as a parent or caregiver is to help that tool work for the child rather than letting it become a barrier to learning, safety, or interaction.
When handled thoughtfully, spinning (or other movement) becomes part of a self-regulation plan: one that supports emotional, sensory, and cognitive readiness. By observing, structuring, and guiding, you’ll help your child use movement in meaningful ways - not just spinning for its own sake, but spinning then engaging, learning, playing.
References
1 AOTA Research+4AOTA+4AOTA Research+4