Why Does My Child Chew on Their Shirt? Understanding Oral Sensory Seeking in Young Children

By Dana Hillman-Sabato, LPC, RPT-S, PMH-C, IECMH-E

Many parents are surprised to find themselves repeatedly saying, “Stop chewing on your shirt!” If you’re finding chewed shirt collars, pencil erasers, hoodie strings, or even strands of hair, you’re certainly not alone. In fact, this is something I hear about frequently from parents. It’s also something I experienced in my own home. One of my children chewed on shirts, pencils, toys, and hair for much longer than I expected. At times, it felt like it would never end.

That experience helped reinforce something I often see in my work with young children: chewing is rarely “just a bad habit.” More often, it’s serving a purpose. It may help a child calm their body, focus their

attention, manage stress, or meet an underlying sensory need.

If this sounds familiar, you’re not alone—and in many cases, the behavior is communicating something important.

Is Chewing on Clothing Normal?

For babies and toddlers, putting objects in their mouths is a completely typical part of development. Infants learn about the world through their senses, and mouthing objects is one way they explore. Most children gradually move away from this behavior by around age 3 as their sensory systems mature and they develop other ways to regulate themselves.

However, many preschool and early elementary-aged children continue to chew on clothing, pencils, toys, or other objects. While it can be frustrating for caregivers, chewing is often less about defiance and more about a child’s attempt to meet a sensory or emotional need.

Why Do Children Chew on Things?

Chewing can provide powerful sensory input to the muscles and joints of the mouth and jaw. Occupational therapists often describe this as proprioceptive input—the same type of sensory feedback that comes from activities like pushing, pulling, climbing, or carrying heavy objects. This input can help children feel calmer, more organized, and better able to focus.

Children may chew when they are:

• Feeling overwhelmed or overstimulated

• Anxious or worried

• Excited or dysregulated

• Trying to focus on a task

• Seeking additional sensory input

• Tired, hungry, or stressed

What About Sensory Processing?

Many children have sensory preferences and needs that influence how they move through the world. While research estimates that approximately 5–16% of children experience significant sensory processing challenges, sensory preferences and sensory-seeking behaviors exist on a continuum and can be observed in many typically developing children as well. Rather than viewing these behaviors as “bad habits,” it can be helpful to consider what a child’s nervous system may be communicating.

Children who frequently chew on clothing or non-food items may be seeking oral sensory input. This can occur in children with sensory processing differences, ADHD, anxiety, autism, or in children who are otherwise developing typically.

When Should Parents Be Concerned?

Occasional chewing is rarely a cause for alarm. However, it may be worth seeking additional support if:

• The behavior is intense or persistent beyond the preschool years

• Your child is damaging clothing or objects regularly

• Chewing interferes with learning, social interactions, or daily routines

• Your child seems unable to stop despite reminders

• The behavior appears connected to significant anxiety or distress

• There are concerns about swallowing unsafe objects

Rather than asking, “How do I make my child stop?” it can be helpful to ask, “What need might my child be trying to meet?”

How Can Parents Help?

The goal is not simply to eliminate the behavior, but to understand and support the need underneath it.

Some helpful strategies include:

• Notice patterns. When does the chewing happen most often?

• Offer crunchy or chewy snacks when appropriate.

• Increase opportunities for movement and “heavy work” activities.

• Support emotional regulation through connection and co-regulation.

• Reduce stressors when possible.

• Consider consultation with an occupational therapist if sensory needs seem significant.

Most importantly, try to avoid shame or punishment. Children are rarely chewing to be difficult. More often, they are doing the best they can with the regulation tools they currently have.

How Play Therapy Can Help

In my work with children, I often view chewing as valuable information rather than simply a behavior to stop.

Through play, children communicate stress, worries, sensory needs, and emotional experiences that they may not yet have words for. Play therapy helps children build emotional regulation skills, body awareness, and confidence in managing big feelings.

Just as importantly, therapy helps caregivers better understand what their child is communicating beneath the behavior. When children feel safe, connected, and supported, they gradually develop new ways to regulate their bodies and emotions.

Sometimes a chewed-up shirt sleeve isn’t the problem. It’s a clue.

And when we become curious about what that clue is telling us, we can better support the child behind the behavior.

References

Ben-Sasson, A., Carter, A. S., & Briggs-Gowan, M. J. (2009). Sensory over-responsivity in elementary school: Prevalence and social-emotional correlates. Journal of Abnormal Child Psychology, 37(5), 705–716. https://doi.org/10.1007/s10802-008-9295-8

Dean, E. E., Little, L., Tomchek, S., & Dunn, W. (2022). Sensory patterns as a feature of all children’s humanity. Frontiers in Psychology, 13, 875972. https://doi.org/10.3389/fpsyg.2022.875972