Oral Stimming in Students: What Does the Research Say?

What Is Oral Stimming?

Oral stimming refers to repetitive movements or sounds involving the mouth, jaw, or vocal system. Examples include:

• Chewing on clothing, pencils, or objects
• Sucking or mouthing nonfood items
• Biting lips or nails
• Humming or making repetitive vocal sounds
• Seeking crunchy or chewy foods

In research literature, these behaviors fall under repetitive motor or sensory behaviors, which are described across development and are especially common in neurodivergent populations (American Psychiatric Association, 2013).

Who Commonly Uses Oral Stimming?

Oral stimming is something many people engage in at times, such as chewing gum or humming when concentrating, but differences in frequency, intensity, and reliance mean some students use these behaviors more often as a key strategy for self-regulation.

Autism Spectrum Disorder

Repetitive behaviors, including oral sensory behaviors, are a core diagnostic feature of autism. Research consistently shows that autistic individuals experience sensory processing differences at higher rates than neurotypical peers, including differences in oral sensory processing (Lane et al., 2010; Schaaf & Lane, 2015).

Qualitative and quantitative studies indicate that many autistic individuals use stimming—including oral and vocal stims—as a way to regulate sensory input, manage emotional intensity, and cope with environmental demands (Charlton et al., 2021).

ADHD

Individuals with ADHD often engage in self-stimulating behaviors such as fidgeting, movement, or oral activity. Research supports the idea that many people with ADHD experience under-arousal in attention networks and may engage in movement or stimulation to support alertness (Zentall & Zentall, 1983).

While direct experimental evidence specifically linking oral stimming to improved academic performance in ADHD is limited, broader research demonstrates that self-generated movement can be associated with improved consistency and sustained attention in adults with ADHD (Son et al., 2024). This suggests oral behaviors may function as part of a broader self-regulation strategy, even though outcomes vary by task and individual.

Sensory Processing Differences

Some students seek oral input due to sensory processing differences that increase the need for strong tactile or proprioceptive feedback. Chewing activates powerful jaw muscles and sensory receptors that provide proprioceptive input, which is known to influence nervous system regulation (Schaaf & Lane, 2015; Pfeiffer et al., 2011).

Research and observational studies suggest oral stimming may increase during:

• High cognitive demand
• Sensory overload (noise, visual clutter, social pressure)
• Stress or uncertainty
• Prolonged sitting or low stimulation

From a neurological perspective, these behaviors can reflect the nervous system attempting to maintain an optimal level of arousal for learning and participation.

Research-Informed Ways to Support Oral Stimming

Provide Safe Oral Alternatives

Offering appropriate oral input aligns with sensory integration frameworks, which emphasize meeting sensory needs rather than suppressing them (Schaaf & Lane, 2015). While controlled trials on specific oral tools are limited, this approach is theoretically grounded in sensory processing research.

Incorporate Oral Input Into Routines

Proactively providing opportunities for chewing or oral input may reduce constant seeking behaviors by supporting regulation before dysregulation occurs (Pfeiffer et al., 2011).

Allow Movement and Fidgeting

Research indicates that self-generated movement can support sustained attention in individuals with ADHD and other neurodivergent profiles (Son et al., 2024). Oral stimming may decrease when other regulatory movement options are available.

Adjust Environmental Demands

Reducing sensory overload, increasing predictability, and breaking tasks into manageable components can reduce the nervous system’s need for compensatory self-stimulation (Lane et al., 2010).

Use Respectful, Strength-Based Supports

Behavioral approaches are most effective when they focus on self-management, autonomy, and dignity rather than punishment or forced suppression (Pfeiffer et al., 2011).