Stimming and Repetitive Behaviours: What's the Difference — and Why It Matters

If your child flaps their hands, spins in circles, lines up their toys, or repeats the same phrase over and over, you might wonder: What does this mean? Should I be concerned?

The answer isn’t always simple — but it is deeply meaningful.

At Nurture and Build, we believe that all behaviour is communication. Understanding the why behind behaviours is the first step toward offering compassionate, neurodiversity-affirming support.

Let’s explore the similarities and differences between stimming and repetitive behaviours — two terms often used interchangeably, but which actually refer to slightly different things.

What is Stimming?

Stimming is short for self-stimulatory behaviour. It refers to actions that stimulate one or more senses and are often used to regulate emotions, relieve stress, manage overwhelm, or bring comfort.

We all stim to some degree — think about tapping your foot, biting your nails, or playing with your hair.

For many neurodivergent individuals, including autistic and ADHD children, stimming is not just a habit — it’s a vital tool for self-regulation.

Examples of stimming include:

• Hand flapping

• Rocking back and forth

• Spinning or jumping

• Repeating sounds, words, or noises

• Visual stimming (watching moving lights, spinning objects)

What Are Repetitive Behaviours?

Repetitive behaviours involve doing the same action, phrase, or sequence over and over. These behaviours may help a child create a sense of control or predictability in an overwhelming or confusing world.

They can also reflect deep interests, sensory preferences, or even a way to learn and explore.

Examples of repetitive behaviours include:

• Lining up toys or objects

• Rewatching the same video segment

• Repeating phrases (echolalia)

• Insisting on specific routines or rituals

How Are They Similar?

Stimming and repetitive behaviours often serve similar purposes, such as:

• Emotional regulation

• Sensory input or relief

• Creating predictability and safety

• Expressing excitement, frustration, or distress

Both are valid and often important for a child’s wellbeing.

How Are They Different?

Although they can look similar, they may stem from different needs:

Stimming	Repetitive Behaviours
Primarily sensory (movement, sound, visual input)	Often focused on patterns, routines, or sameness
Helps regulate sensory overwhelm or understimulation	May reflect anxiety, special interests, or desire for control
Often spontaneous or automatic	Sometimes more deliberate or ritualistic

Why It Matters

Misunderstanding these behaviours can lead to well-meaning adults trying to suppress or eliminate them. But when we interrupt stimming or prevent repetitive behaviours without understanding their function, we may unintentionally remove a key coping strategy.

Instead of asking “How can I stop this?”We can ask: “What is this behaviour telling me?”

By recognising stimming and repetitive behaviours as tools, not problems, we can:

• Help children feel seen and safe

• Reduce emotional meltdowns

• Build trust and connection

• Teach alternative strategies if and when needed (not before)

How Nurture and Build Can Help

At Nurture and Build, we support families and educators to shift from managing behaviours to meeting needs. We use a strengths-based, neuroaffirming approach to help you:

• Understand your child’s unique sensory and emotional profile

• Create safe environments where stimming and repetitive behaviours are respected

• Know when and how to gently scaffold alternatives (without shame or pressure)

Whether you're a parent, teacher, or therapist — your role in supporting a neurodivergent child is powerful. And it starts with understanding.

💛 Want support tailored to your child and context?

Reach out to learn more about our family-centred early intervention services, and how we can walk alongside you in your journey.