Calming vs Alerting Strategies

By Laura Lurns · Reviewed by Philip Weaver · Last reviewed 2026-10-30

What "calming" and "alerting" mean

In our view, calming activities include a quiet corner, slow breathing or soft music. In our view, alerting activities include a walk, jumping or a game of catch.

In our view, these words name the aim, not a tested result. In our view, what helps one child settle may wind up another. These examples are our own practice, not a tested method. Schoolwork improves with teaching. The studies on this page do not show these activities improving schoolwork.

Our rule is to describe patterns on these pages. We do not put a name on a child.

What you can try at home

This part is our suggestion. It is how we would start with a family.

Watch first. Write down what seems to help your child settle. Write down what seems to wind them up. This is a record, not a test.

Start with your own calm. In our view, your own calm comes first.

Offer a quiet corner. Keep it soft, dim and free of screens.

Breathe slowly together. Breathe in for a count of four, and out for four.

Move before sitting. Try a short movement break before homework.

Let your child choose. Offer two or three activities your child likes.

Keep each activity short. A few minutes is enough. Never use one as a punishment.

These steps are our own practice, not a tested method. Schoolwork improves with teaching. The studies on this page do not show these activities improving schoolwork.

If your child is overwhelmed

In our view, an overwhelmed child needs less coming in, not more. Turn down the noise and the lights. Move somewhere quieter if you can. Say little, and say it slowly. Stay close and wait. If your child gets more upset, stop and give them space. Come back when they are calm. These steps are our own practice, not a tested method. If worry or mood is the thing, talk to someone who works with children's mental health.

What the research we hold says, and where it stops

Nothing in the studies on this page tested a Learning Success program.

The 2025 review

A 2025 review looked at 21 studies of sensory strategies (Piller and colleagues, 2025). The children in the 2025 review had autism, ADHD, developmental delay or sensory concerns. The 2025 review's authors were occupational therapists, and their professional group paid for it.

Most studies in the 2025 review were of children with autism or ADHD. The 2025 review's authors rated deep pressure touch as well supported, by their own grading. In the 2025 review, deep pressure touch included massage before bed, for sleep. The 2025 review's authors also rated training parents in sensory strategies as well supported, by their own grading. In two 2025 review studies, parents learned more, but children's daily life did not change.

Many studies in the 2025 review did not say clearly what was done. The 2025 review's authors called the evidence "mixed" overall.

Fidgets, vests and seats

In the 2025 review, children with ADHD had more attention lapses with fidget spinners than in the comparison.

Macphee and colleagues (2019) tested weighted vests and therapy balls in children with ADHD. In Macphee's ADHD trial, vests and balls did not improve following class rules. In Macphee's ADHD trial, vests and balls did not improve getting work done. We could read only the summary of Macphee's trial.

Special seats, like therapy balls, have mostly not been shown to help attention.

A program about feeling alert

One alertness program teaches families to notice how alert a child feels. The alertness program also teaches movement and sensory activities meant to shift alertness.

Mah and colleagues (2023) tried the alertness program with 27 children with ADHD. Mah's study ran for eight weeks, and the children's parents took part. Mah's study had no comparison group. In Mah's study, parents saw fewer ADHD signs at home. In Mah's study, teachers saw no change at school. We could read only the summary of Mah's study.

Sensory diets

In our view, a sensory diet is a daily plan of sensory activities.

Pingale and colleagues (2022) ran a small study of five children in special education. In Pingale's study, each child was compared with themselves, not with others. Each child in Pingale's study used a sensory diet in class. Each child in Pingale's study was more engaged in class with the sensory diet. No child in Pingale's study was more engaged with a comparison activity. Pingale's authors say more study is needed to show cause. We could read only the summary of Pingale's study.

In our view, being more engaged in class is not the same as better schoolwork.

What the pediatricians said

In 2012, the American Academy of Pediatrics looked at research on sensory integration therapy. It said that research was "limited and inconclusive" at that time. It said sensory-based occupational therapy "may be acceptable" as one part of a wider plan.

In 2012, the American Academy of Pediatrics asked doctors to help families set clear goals for sensory-based therapy. It asked for a time limit too.

In 2012, the American Academy of Pediatrics said other conditions "must be considered" when sensory signs are present. In our view, tell your child's doctor what you are seeing.

How far this goes

In the program studies on this page, calming and alerting activities came inside bigger programs. The program studies on this page did not test those activities on their own. A gap in the studies on this page does not mean an activity fails.

Schoolwork improves with teaching. The studies on this page do not show these activities improving schoolwork.

When to ask for help

Each of these is a reason to ask for help on its own.

• Little change, even with steady practice and good teaching.
• Schoolwork well below what school expects.
• A teacher who raises a concern about learning.
• Extreme upset about schoolwork.
• Complete avoidance of school or learning.
• Hopelessness about learning.
• Sadness or worry that lasts.
• Significant delays in speech, language or motor development.
• A skill that was there and has gone. Our position is that a lost skill goes to a doctor first, not a tutor.

If no skill has gone, start with the teacher. Say what you are seeing at home, and what you have tried. Beyond the teacher, the right person depends on what it turns out to be about. If the work is too hard, someone who works on that school skill. If worry or mood is the thing, someone who works with children's mental health. In our view, delays in speech, language or movement are worth raising with your child's doctor. In our view, if you are worried enough to ask, a professional evaluation is worth asking about.

Any talk of hurting themselves is a same-day call to your doctor or a crisis line.