Why Is My Child Chewing Everything?

Why Some Neurodivergent Kids Need to Chew – And How Chew Tools Can Help

Does your child chew the front of their T-shirt, collar, pencil ends, or even their fingers? You’re not alone. Many neurodivergent children—especially those with ADHD, autism, sensory processing differences, or anxiety—seek oral sensory input as a form of regulation. While it may seem like a habit to break, chewing often serves an important neurological purpose. Understanding the why behind this behaviour can help parents, teachers, and therapists respond in a supportive and neuroaffirming way.

Why Do Some Children Need Oral Stimulation?

Oral sensory seeking is a way for the nervous system to self-regulate. Chewing, sucking, or biting can be calming, organising, and even energising—depending on the child’s unique sensory profile. It’s part of what’s known as oral sensory processing, a subdomain of sensory integration involving the mouth, jaw, and oral cavity.

For many neurodivergent children, oral stimulation helps:

• Manage anxiety or overwhelm
• Maintain attention and focus
• Cope with transitions or new environments
• Soothe sensory overload
• Feel grounded in their bodies

According to occupational therapists, this kind of behaviour is not “naughty” or “strange”—it’s a form of self-regulation. The mouth is rich in sensory receptors, and oral input sends powerful signals to the brain that can help a child feel safe, alert, or calm (Lane et al., 2010).

When Chewing Becomes a Sensory Strategy

Children might chew:

• The front of their T-shirts or sleeves
• Clothing collars or hoodie strings
• Hair or fingernails
• Pencils, erasers or stationery
• Toys or clothing tags

Chewing the front of their T-shirt is one of the most common and visible behaviours parents report. For many children, the fabric is always available, close to the mouth, and offers a familiar texture. However, this can lead to wet, stretched, or torn clothing—and sometimes social stigma or misunderstandings from others.

If these behaviours are frequent, persistent, or interfering with daily life (e.g. damaging clothing or distracting from schoolwork), it may be time to explore safer, more purposeful alternatives.

How Chewable Tools Can Help

Chew necklaces, chewable pencil toppers, and chew bracelets are specially designed tools made from food-grade silicone or similar safe materials. They give children a more hygienic, durable, and socially acceptable outlet for oral sensory needs.

These tools:

• Offer oral proprioceptive input (deep pressure through the jaw)
• Can be calming or alerting depending on how they’re used
• Help protect clothing, fingers, and other inappropriate items
• Support focus and emotional regulation
• Empower children to meet their sensory needs independently

A 2021 review in the Journal of Occupational Therapy, Schools, & Early Intervention noted that sensory tools, when used as part of a child-centred, strengths-based approach, can meaningfully support learning and behaviour in classroom settings (Schaaf et al., 2021).

We have a few of these left in stock – please contact jules@theneuroverse.co.za to order

Supporting Oral Sensory Needs at Home and School

Here are some neuroaffirming strategies to support children who chew:

• Offer chewable tools: Let your child choose the texture, shape, and colour that works for them.
• Normalise it: Avoid shaming or punishing the behaviour—acknowledge that everyone regulates in different ways.
• Build it into the routine: For example, offer a chew necklace before transitions or homework time.
• Communicate with school staff: Teachers may not always understand the need to chew. Sharing resources and strategies can help create more inclusive classrooms.
• Consult an occupational therapist: Especially if chewing is intense or interfering with eating, sleeping, or social interactions.

In Summary

Chewing is not a bad habit—it’s a form of communication. For many neurodivergent children, it’s a vital part of how they process the world around them. Whether it’s chewing the front of their T-shirt or the end of a pencil, these actions reflect a deep need for sensory regulation. With the right tools and a neuroaffirming approach, we can support our kids in ways that respect their sensory needs and honour their unique ways of being.

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References

• Lane, S. J., Young, R. L., Baker, A. E., & Angley, M. T. (2010). Sensory processing subtypes in autism: Association with adaptive behaviour. Journal of Autism and Developmental Disorders, 40(1), 112-122.
• Schaaf, R. C., Benevides, T., Kelly, D., & Mailloux, Z. (2021). Occupational therapy using sensory integration for children with developmental disorders: A systematic review. Journal of Occupational Therapy, Schools, & Early Intervention, 14(1), 1–23.

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