Repetitive behaviours mean doing things over and over, sometimes in a certain pattern. For example, checking a door many times to make sure it is locked.
Repetitive movements are actions you do again and again. These can be simple movements like blinking your eyes or twitching your fingers, or more complex movements like bending or touching objects.
What is typical?
Learners like routines because they feel safe and predictable. In school, teachers set up routines for activities and cleanup. Older learners follow a schedule for their classes. Older learners might actually like breaking their routine, like going to a special event instead of class. As for younger learners, they often feel stressed when they have to change their routines.
Routines are things that need to be done, like brushing teeth and making the bed. Routines and repetitive behaviours have a purpose and can make people feel good. Many learners have repetitive behaviours which help them deal with fears and anxiety. Younger learners might have these repetitive behaviours to deal with fears like being away from their parents. Older learners might have these repetitive behaviours for fears like getting sick or causing harm.
Some repetitive behaviours and routines are normal. For example, young learners might replay experiences during play. Older learners might have a specific way to warm up before exercise. These are typical as long as they do not interfere with other parts of life or bother others.
When should I be concerned?
You should be concerned if learners cannot stop their behaviours or if these behaviours affect their life or other people’s lives.
Concerning repetitive movements or tics:
- Blinking a lot
- Clearing your throat often
- Body twitches
- Touching things repeatedly
- Shoulder shrugging
- Facial grimacing/frowning
- Sniffing a lot
- Making sounds repeatedly
Concerning repetitive behaviours:
- Washing or cleaning things, themselves, or others over and over or in a very specific way
- Not wanting to touch or be close to certain things or people for fear of getting sick or dirty
- Checking things like locks, doors, or belongings over and over
- Asking for reassurance from parents, teachers, or other trusted people over and over
- Straightening, lining up, counting, or touching things over and over
- Checking or asking over and over if they caused something bad, like a fire or car accident
- Asking others to be with them to make sure they do not harm themselves or others
- Going back over and over a conversation or an action in their mind to make sure they did not do anything wrong
- Repeating certain phrases or actions until things feel ‘right’
- Praying over and over to prevent bad things from happening or to stop unwanted thoughts
- Spending more than an hour a day doing these repetitive actions
- Avoiding things, places, or people because of these actions
- Trying to stop doing these repetitive actions, but being unable to
What can I do to help?
- Open communication: Talk to the learners in a supportive and non-judgmental way. Ask simple questions to understand their experience and why they engage in these behaviours. Avoid interrupting or dismissing their concerns.
- Provide reassurance and support: Let the learners know you’ve noticed their behaviours and are there to help. Create a safe and understanding classroom environment.
- Inform caregivers: Share your observations with the learner’s caregivers, as they may also be noticing similar behaviours at home. This can help create a consistent approach to support.
- Collaborate with school support staff: Consult with the school counsellor, psychologist, or social worker for guidance and resources. They can help assess the situation and determine if further evaluation or intervention is needed.
Where to find more information
For detailed information on mental health conditions, visit our guides for health professionals.