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As a teacher, I would first make sure the student harmed was safe. I would also make sure there are no other objects in Timmy's reach that he could potentially throw. Then, I would help Timmy choose a strategy to regulate his feelings from the red zone back to the green zone and continue with the lesson. After the lesson, I would then discuss with both the students involved what happened and talk to Timmy about other ways he can respond in the future when he becomes frustrated.

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The students who are taking advantage of the supports need to be told that a support is there to help them learn and if it no longer is helping them then they can try something else. Communicating this to them in this way allows them to be in control of the decision to check their body giving them accountability and independence. Talk to them about making safe choices with the support, using it as it should be.

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Having a talk with Stella about sensory needs/preferences versus wants may be a beneficial strategy. A safe and healthy choice may be to use gum to help focus and stay engaged while bringing other candy from home is not the best choice. Distinguishing between times when Stella's choice could be gum and times when she could have candy if she wants.

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As a teacher, I would

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The teacher can make ear plugs accessible to all students, so some are not jealous. The teacher can also explain to the students why ear plugs may be helpful and why they are used. The teacher can also allow everyone to try it and have them gain their own opinions on it. This may bring more awareness and reduce the judgmental comments

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Short term: I would pull Stella aside a reestablish expectations.
Long term: I would allow Stella to store the candy somewhere in the  class like a closet for safe keeping. Then she can decide whether wants candy or gum.

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I would definitely have a talk with Stella about how great it is that this type of sensory input is working for her and she wants to embrace that. However, explaining to her that it might be taking advantage of this support by bringing large amounts of candy to school. Ask her why she is choosing to do this? Is she not being stimulated enough by the gum itself? Does she need any additional supports?

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I would have a whole class discussion to remind the students about the expectations of using the wiggle stools.

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As a teacher, I would have a group conversation about how each student needs something. I would offer the opportunity to try using ear plugs, allowing them to explore their own needs and level of comfortablity with different supports like ear plugs. I would be clear in what their uses are and purpose is.

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I would ask Stella if she could put her candy in the same location as the gum. If Stella wants to use the candy as another form of sensory input then she should be allowed to do so, but the candy should not be a distraction. Maybe she could also keep a few pieces right with her at her desk rather than having all of it at her desk.

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Scenario 2: provide alternative flexible seating options, especially standing in which movement was welcome, also more movement breaks and content that incorporates movement
Scenario 3: Talk to Tia first and explain opening to class, ask if she wants to share her experience, have a conversation with class (morning meeting?) and offer noise cancelling options to everyone

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I would make the ear plugs available for all students to do use. I would have a conversation during morning meeting to discuss being kind to one another and do a compliment activity to decrease the judgmental comments in the classroom. Lastly, I could put on classic music to keep the noise level down.

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Having a day or time when all of the students have opportunities to try out the earplugs and become familiar with them as well as explaining why some people may want or need earplugs at specific times.