Understanding Your Child’s Energy Levels

What do we mean by “Energy Levels”?

Children need different amounts of movement and physical activity.

Some children are naturally very active. They might move a lot, fidget, climb, run, change positions, talk a lot, or seem to be “always on the go.” Others may get tired more quickly, have periods of low energy, or need extra time to recover after busy activities.

The goal is not to make an energetic child sit still for no reason. Instead, help your child understand their body, use their energy in positive ways, and find strategies that help them join in at home, school, and in daily life.

Your child’s energy can also be a strength

Having lots of energy is not a problem by itself. Children with lots of energy may be:

• enthusiastic and adventurous;
• physically confident;
• good at running, climbing, swimming, dancing or sport;
• willing to explore and try new activities;
• energetic during play;
• engaging and enthusiastic;
• highly motivated when something interests them.

So, the aim is not to get rid of your child’s energy. Instead, it’s to help them learn:

1. Start by understanding your child’s energy pattern

Before making any changes, spend a few days noticing when your child’s energy is:

You might start to see a pattern. For example:

You don’t need to write down every observation. Look particularly at situations your child finds difficult.

Ask yourself

• When does my child seem most restless?
• When are they best able to concentrate?
• What activities seem to settle them?
• What activities make them more excited?
• When do they become tired or overwhelmed?
• Does movement help them return to an activity afterwards?

This process provides an Energy Map for your child.

2. Use movement before it becomes a problem

For many children, movement can help their bodies regulate.

Rather than waiting until your child can’t sit still, listen, or finish a task, try adding movement into their routine before or during tough activities.

At home

Try inserting a short period of movement before something that requires your child to be more settled. For example:

Movement breaks don’t have to be complicated. It could include:

• walking;
• running;
• dancing;
• jumping;
• playing outside;
• cycling;
• throwing a ball;
• stretching;
• climbing;
• helping with a physical household task.

The best activity is usually one your child truly enjoys.

3. Try small, regular movement breaks

Healthier Together suggests using short, planned movement breaks during learning. These can work better than waiting until your child gets very restless.

A movement break might only last a few minutes. Your child could:

• walk around;
• stretch;
• do wall push-ups;
• do chair or desk push-ups;
• carry something;
• take something to another room;
• jump or bounce;
• dance briefly;
• complete a small physical job.

The goal is to:

instead of letting the break turn into another difficult transition.

4. Think about how your child sits and works

Some children concentrate better when their body is allowed a small amount of movement. This may include:

• changing position;
• standing for part of a task;
• using an appropriate fidget;
• using alternative seating where appropriate;
• being allowed a short movement break.

A child who moves around isn’t always inattentive. Try to judge if the strategy works by looking at its effect:

If yes, it may be useful. If the strategy becomes distracting or impedes participation, consider implementing an alternative approach.

5. Make movement purposeful

Movement can sometimes be built naturally into everyday responsibilities. At home, your child might:

• bring something from another room;
• help set the table;
• carry washing upstairs;
• help put shopping away;
• take something to the bin;
• help with gardening;
• walk the dog with an adult.

At school, movement might include:

• handing out books;
• taking a message;
• collecting equipment;
• helping tidy resources;
• completing an appropriate classroom job.

Purposeful movement lets your child be active without it always being seen as disruptive.

6. Help your child learn to change energy level

Some children can become very excited and then find it difficult to settle again. Notice whether this happens after:

• playground time;
• sport;
• parties;
• gaming;
• exciting television;
• busy social situations;
• active play.

If your child has trouble calming down after these activities, try setting up a regular routine to help them settle. For example:

Over time, your child can begin recognising:

The long-term goal is for your child to notice and manage their own energy.

7. Don’t forget low energy and recovery

Energy levels are not only about hyperactivity. Some children use enormous amounts of energy coping with:

• a busy classroom;
• noise;
• social interaction;
• concentrating;
• following instructions;
• transitions;
• anxiety;
• sensory demands.

Because of this, your child might seem calm at school but come home feeling exhausted, emotional, or very unsettled.

If this pattern occurs, your child may benefit from a predictable period of low demand and recovery after school. That could mean:

Recovery time shouldn’t be seen as a reward for difficult behaviour. For some children, this time is important for their bodies to recover and get ready for the next activity.

8. Work with school

Children often do best when both home and school understand their energy needs in the same way. Rather than asking the school to make lots of changes, start with one or two specific ideas.

Possible school strategies

• Planned movement break: allow a brief movement opportunity after a defined amount of work or at predictable points in the day.
• Purposeful movement: use appropriate classroom responsibilities, such as handing out resources or taking messages.
• Flexible working position: if it’s safe and makes sense, let your child stand, change positions, or use different seating if it helps them stay engaged.
• Appropriate fidget: try using a small, agreed fidget if it really helps your child listen or concentrate.
• Whole-class movement: when it makes sense, short stretches, wall push-ups, or movement activities can help the whole class and keep one child from feeling singled out.

Clear expectations

Children may cope better when they know:

• what they need to do;
• how long they need to do it;
• whether they are expected to remain seated;
• when the next break will happen.

Using timers or visual cues can help.

9. Trial strategies rather than assuming they work

Different children respond differently. Choose one strategy and try it consistently for around one to two weeks. For example:

Then ask:

• Did we manage to do it?
• Was homework easier afterwards?
• Did my child settle more quickly?
• Was there less conflict?
• Did they complete more of the task?

You only need a simple rating: Better / No different / Worse. If it helps, keep it. If it doesn’t, change the strategy.

The goal is to find what works for your child, not to collect lots of recommendations.

10. Your first three actions

If energy levels are a big issue for your child, you don’t have to try every suggestion in this guide. Start here.

Action 1: Observe

For several days, identify one or two situations where your child’s energy causes the greatest difficulty.

Action 2: Make one change

Choose one planned movement strategy for the most important situation. For example: 10 minutes of active movement before homework.

Action 3: Review

Try it consistently. After one to two weeks, ask: is the situation better, unchanged or worse? If better, make the strategy part of your child’s normal routine. Then move to the next priority.

When energy difficulties may need further review

Talk to your child’s healthcare professional if there is a new or significant change in energy, persistent unusual tiredness, sleep problems that are substantially affecting daytime functioning, or another concern about your child’s physical or emotional health.

Energy difficulties can also overlap with other areas of a child’s Strengths & Needs Profile. For example:

So, it’s best to look at your child’s needs as a whole, instead of focusing on each area separately.

Remember

Your child’s energy is an important part of who they are. The goal isn’t:

A better question is:

Start small. Find one situation. Make one change. Give it time. Keep what works.