Stress toys surge as children seek relief from digital overload

Squishable stress toys have become a major phenomenon among children, with sales remaining strong and the toys increasingly appearing in schools, Yle reports. Researcher Katriina Heljakka from the University of Turku says handling objects can have a calming effect and provide sensory experiences that digital content cannot.

At Kärkkäinen’s store in the Ideapark shopping centre in Seinäjoki, shelves are packed with stress toys. Store manager Kris Niemistö says staff refill the shelves almost every other day and are constantly waiting for new supplies.

Niemistö initially thought the toys would occupy shelf space only temporarily, but demand has not slowed.

“As the Christmas season approaches, I do not believe this will fade for some time,” he says.

At times, Kärkkäinen has even had to keep the toys behind locks to prevent them from being taken or squeezed in the store until they were no longer suitable for sale.

A response to digitalisation

Heljakka says touching and manipulating objects can help people calm down and concentrate. She compares the use of stress toys by children with knitting, which is sometimes allowed for adults in different settings to help them focus.

According to Heljakka, modern life is heavily focused on visual stimuli, leaving people’s sense of sight almost desensitised. The hands, by contrast, seek activities that stimulate the comparatively underused sense of touch.

For some people, the most effective activity is touching toys, while others benefit from stroking or squeezing them.

“The stress toy phenomenon reinforces the idea that play is highly physical. We are physical beings, so we also need contact with objects,” Heljakka says.

Most stress toys are bought for harmless play, enjoyment and passing the time. They have also become increasingly common in schools.

Used to support concentration

In schools in Seinäjoki, several dozen pupils use different aids intended to support concentration and self-regulation or reduce motor restlessness.

“In general, tools are allowed if they do not disrupt schoolwork or compromise safety. Stress-relieving tools can have a positive effect on a pupil’s emotional state and approach to learning,” says Tuomo Lukkari, director of basic education responsible for primary and special schools in the city of Seinäjoki.

Although squishable stress toys have become much more common in everyday school life, individual schools still decide how to handle them.

Heljakka says she is disappointed that some schools ban the toys even when they do not disturb others.

“I have heard of cases where toys have been smuggled into schools. That shows there is a genuine need,” she says.

Social media fuels demand

The popularity of squishable toys is also driven by their spread through social media platforms and short videos. Toys made from substances that return to their original shape can be visually striking and addictive content.

Heljakka describes this as a viral toy phenomenon based on imitation. When one child has a toy, another wants one too.

She says different types of squishable and pressable toys have been prominent for as long as social media has been popular, bringing them to children’s attention.

“Suddenly, even pupils who are not stressed think they should perhaps have toys like these,” she says.

According to Heljakka, stress toys now create a sense of belonging and social capital among children.

Children make their own toys

Heljakka is also pleased that the phenomenon involves material creativity. Children make stress toys from different materials, including paper, cardboard and padding.