As an AuDHD adult, I can tell you firsthand, sitting still can feel impossible. Often, I find that getting my energy out, whether fidgeting or moving around, helps me concentrate. This got me thinking about "whole body listening" and how this approach might not work for everyone, particularly neurodivergent individuals like myself. If we’re constantly being told to sit still, look at the speaker, and stay quiet, how are we supposed to actually pay attention and absorb information in a way that works best for our brains?
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What is Whole Body Listening?
Many people view the phrase “whole body listening” as being synonymous with requiring kids to sit still. But that’s not always an accurate definition.
Susanne Poulette Truesdale, a speech-language pathologist, coined the term “whole body listening” back in 1990 as a way to make listening about more than just hearing. Her concept was that every part of our body plays a role, not just our ears. But the most critical element? The brain, or “listening attention,” as she describes it.
So while traditional “whole body listening” might advocate for quiet hands, a still body, and direct eye contact, that might not be realistic, particularly when it comes to those with sensory processing, attention, or self-regulation difficulties. If we recognize that good listening skills are incredibly important, as Waterford.org points out, because they lead to improved social interaction, confidence, and success later in life, we can support different needs and still achieve this goal. So how can we adapt these expectations when it comes to whole body listening?
Adapting "Whole Body Listening"
Traditional whole body listening typically focuses on these 5 things:
- Eyes watching the speaker.
- Ears listening to what's being said.
- Mouth is quiet.
- Hands are still.
- Feet are quiet and on the floor.
As you might imagine, if you struggle with ADHD, trying to keep every part of your body perfectly still and quiet is no easy feat, and research, such as “Whole Body Listening: Developing Active Auditory Skills,” supports that this approach simply doesn't work. So what does work? The answer is: It depends on the person. However, it all starts by understanding why people with ADHD might fidget or have difficulty with these more traditional behaviors.
Addressing Sensory Needs When it Comes to Whole Body Listening
For many with ADHD, particularly those with sensory processing differences, traditional whole-body listening can backfire. Take me, for example. My stimminy cricket feet always make an appearance when I need to really focus, and according to those around me, the sound is definitely noticeable.
Or take this reader's comment in this article about Why I Hate Whole Body Listening:
"The fidgeting I did as a child was what allowed me to filter the input and be present to some degree… Had I been able to do so without the visual distraction, the teachers and assistants would not have thought twice that I was actively present and listening."
This example just shows the problem isn’t so much that someone can't sit still; it’s that sitting still makes it challenging for their brain to process the information effectively.
Whole Body Listening and Finding What Works
The key takeaway here is simple: There's no one-size-fits-all when it comes to whole body listening, particularly for those with sensory processing or self-regulation difficulties.
So, while that whole body listening video may help clarify what each element should look like for those just being introduced to the concept, those of us with neurodivergent minds will require a little more flexibility and personalization.
Alternative Strategies
You want to encourage active listening, participation, and respect for others but without stifling someone's natural way of learning. Here are some things to try:
Encourage Movement Breaks
When we move our bodies, it can actually jumpstart our brain and get it ready for focused work. This could mean:
- Quick movement breaks before sitting down to listen to a story.
- Engaging students with interactive games or activities.
- Providing flexible seating options like wobble chairs, yoga balls, or standing desks.
Just like I often pace when I'm thinking or talking on the phone, many people benefit from that kinesthetic learning style when trying to grasp a new concept.
Reframe Your Expectations: It’s a Tool, Not a Rule.
As Elizabeth Sautter points out, one of the biggest misconceptions people often have with whole body listening is viewing it as a hard and fast rule. For neurodivergent people, this can be particularly true since what may work for one person won’t for another. So instead of rigid guidelines, consider:
- Allowing for fidget toys to help get that extra energy out.
- Normalizing requests to stand at the back of the classroom or sit on the floor, whatever might help with attention.
- Checking for understanding, regardless of outward body language, before assuming a child isn’t paying attention.
Create Social Behavior Maps
Social behavior maps offer a visual aid that helps individuals better understand expected behavior in a given scenario. For example, if you’re working with someone on listening skills, your behavior map might have a picture of a classroom setting along with bubbles to help them navigate the following:
- People: Who are they listening to (teacher, friend, parent, etc.)?
- Expected Behaviors: What are appropriate ways to show you're listening?
- Unexpected Behaviors: What might make others feel uncomfortable or frustrated?
Here’s an example to get started with students: Social Thinking Mapping Templates.
Practice Whole Body Listening With Games
Another important aspect, as with anything else in life, is the power of practice. By teaching children listening skills in a safe, supportive, and fun way, we empower them to build a greater understanding of themselves as learners while recognizing those differences in others. Here are a couple of ideas to try:
- Speaking and Listening Story Building: This is a great interactive game to build communication, collaboration, and those vital listening skills we're targeting.
- Use Quiet Please, Owen McPhee.by Trudy Ludwig or Listen, Learn, and Grow by McAlister Greiner Huynh, Elizabeth A as springboards to kickstart discussions and activities about active listening and empathy in different contexts.
- Don’t forget visuals. Something as simple as a poster on the wall depicting someone actively listening can make a big difference, and you can grab this free one to help get you started.
FAQs about Whole Body Listening
Why Is Whole Body Listening Ableist?
Critics often argue that whole body listening can be ableist because it expects individuals, including those with ADHD, autism, or other sensory processing difficulties, to conform to neurotypical ways of behaving that might not always be achievable. Additionally, whole-body listening sometimes fails to take into consideration the importance of movement or sensory input for better focus.
What Does Whole Body Listening Look Like?
That's a tricky question because there is no single correct way to engage in whole-body listening. For some individuals, this might involve all the typical components we think about (stillness, eye contact, etc.). But for others, especially neurodivergent people, whole-body listening might look different, involving fidget toys, flexible seating, or movement breaks.
Do People With ADHD Struggle with Active Listening?
Individuals with ADHD might process information differently, so while it may appear that they are not actively listening, this is not necessarily the case. They might fidget, have difficulty with prolonged eye contact, or even interrupt more frequently; however, this doesn’t necessarily mean that they aren't actively engaged. By creating a more sensory-friendly and inclusive approach, you might be surprised by how receptive someone with ADHD can be.
Do People With ADHD Have Selective Listening?
Selective listening doesn’t only pertain to people with ADHD. The truth is, we are all susceptible to distractions or zoning out. While it’s certainly possible someone may struggle to pay attention due to hyperactivity or inattentiveness, for many with ADHD, it's more a matter of being bombarded by stimuli. Someone might find themselves more drawn to sounds, movement, or textures, making it challenging to tune everything else out and prioritize a speaker’s voice.
As educators and parents, creating a learning environment that reduces overstimulation (turning off the fluorescent lights or limiting clutter on the walls), while also building in structured movement and sensory-friendly options, can help individuals with ADHD better manage their environment and improve focus.
Conclusion
Whole body listening, when approached correctly, isn't about trying to get someone to sit still and be silent, especially because that isn’t how people with ADHD thrive. Ultimately, it’s all about tuning in, paying attention, and trying to absorb information and understand the social dynamics of the world around us. While some students may thrive in traditional classroom settings with more rigid expectations, those of us who are neurodivergent may need things presented a bit differently. Ultimately, whether we realize it or not, we're all just doing our best to navigate and understand the complex world around us.
Hi I'm Jeremy, and I understand the challenges of living with ASD and ADHD.
