The tricks teachers are trying to fix students’ shortening attention spans

Classroom Strategies Shift as Educators Battle Shrinking Student Attention Spans

In classrooms across the nation, a quiet battle is being waged. Educators are observing a noticeable decline in students' ability to sustain focus, prompting a wave of innovative and time-tested strategies aimed at re-capturing their attention. At McKinley STEAM Academy in Toledo, Ohio, this shift is palpable, as teachers implement a variety of techniques to keep young minds engaged.

The Growing Challenge of Sustained Focus

William Werner, a first-grade teacher at McKinley STEAM, often finds his classroom buzzing with activity beyond the assigned tasks. While some students diligently work on reading assignments, others are already engrossed in building with red cups, assembling puzzles, or constructing with Legos. This divergence in engagement underscores a growing concern among educators: students are finding it increasingly difficult to maintain attention for extended periods.

Werner employs what educators term "brain breaks" to manage these moments. A simple call to "Give me 10" prompts his first graders to perform ten jumping jacks, a brief, energetic interlude that helps reset their focus. These short bursts of physical activity are crucial tools for teachers like Werner, allowing students to regain concentration for subsequent learning periods.

The sentiment is widespread. An international survey of over 3,000 teachers revealed that a staggering 88 percent believe their students' attention spans are diminishing. This perception is further amplified by recent research, with a study focusing on kindergarten through second-grade classrooms in the U.S. finding that 75 percent of teachers reported a decline in attention spans since the widespread adoption of laptops and technology for schooling during the COVID-19 pandemic.

Unpacking the Digital Influence

A growing body of research points to the role of excessive screen time and the prevalence of fast-paced, short-form content, such as that found on platforms like TikTok, in contributing to this challenge. The constant barrage of rapidly changing stimuli, experts suggest, may be conditioning young brains to expect immediate gratification and quick shifts in focus.

In response, many states, including Ohio, have enacted laws mandating some form of cellphone ban in schools. While the debate continues regarding whether screen time directly reduces focus or merely diminishes the desire for sustained attention, developmental experts generally lean towards the latter, suggesting that it is indeed possible to help students cultivate longer attention spans.

Educators are actively exploring and implementing a diverse range of strategies to combat this trend. These include the aforementioned brain breaks, a deliberate limitation of screen time, and a reduction in the duration of single activities. Furthermore, there's a growing emphasis on incorporating more engaging, hands-on projects and even mindfulness practices into the daily curriculum.

Re-engineering the Learning Environment

Andrea Bennett, an instructional coach at McKinley STEAM, acknowledges the limitations of the school environment in fully counteracting external distractions. "In that six-and-a-half hours a day that we see our babies here, we can’t undo all of the other distractions that are around," she stated.

However, Bennett has observed positive outcomes from these new tactics. She notes that students are less inclined to reach for their phones during class time, and, more importantly, are sometimes becoming genuinely absorbed in the lessons. This suggests that targeted interventions can indeed foster greater engagement.

The Science of Attention and Memory

Emily Elliott, a psychology professor at Louisiana State University specializing in memory and attention development, emphasizes the critical link between the amount of time students focus on a topic and their ability to retain that information. Long-term memory consolidation, she explains, requires repeated attention over time.

"Our memories take time to consolidate," Elliott elaborated. "The more times that you are exposed to something, you learn it, you have to try to remember it. You practice retrieving it, and then you have a break. Then you do something else and come back and try again. That’s strengthening your neural network."

This principle is being applied at McKinley STEAM, a growing number of schools nationwide that have implemented cellphone bans. Laurel Daniels, a computer science teacher, begins each of her 45-minute lessons with a group discussion and breaks down her instruction into smaller segments, or "microlessons." This approach helps students maintain focus throughout the class period.

Daniels also recognizes the importance of re-teaching concepts in different formats if the initial lesson doesn't resonate. "Having such easy access to technology is a detriment to our students," she commented. "They don’t have what I tell them is the ‘productive struggle.’ So we have to build that as teachers."

Embracing "Edutainment" and Active Learning

The need to present information in more captivating ways is a common theme among teachers. Curtis Finch, superintendent of Deer Valley Unified School District in Arizona, coined the term "edutainment" to describe this evolving pedagogical approach. "How can you make your lesson applicable, interactive? Teachers are going to have to be more engaging for students," he noted.

In a fifth-grade science class at McKinley STEAM, students recently engaged in a kinesthetic learning activity to grasp the concepts of Earth's rotation and revolution. By clearing their desks and moving in a large circle, they physically embodied the planet's movements. This hands-on approach proved memorable for fifth grader Nyilah Carter, who could recall the definitions the next day.

"Rotation is light and night, and it takes 24 hours," Carter recited. "Revolution is going around one year — 365 days and a quarter."

Elliott supports the use of entertaining and physical activities, stating that the notion of strictly visual or auditory learners is inaccurate. "What is accurate is our brains are busy using all of it all of the time," she explained, highlighting the brain's capacity to integrate various sensory inputs for learning.

Hands-On Exploration and the "Productive Struggle"

In an eighth-grade science class, students used marshmallows and candy to explore genetics, a welcome change of pace after a day of standardized computer testing. This interactive activity, designed to determine traits of hypothetical marshmallow offspring, provided a much-needed reprieve and fostered collaborative learning.

Mia Taylor, an eighth grader, expressed her preference for such group activities. She noted that while she can focus for about 20 minutes during traditional lectures, her interest wanes thereafter. "And then I lose all interest," she admitted. "I think it helps the students a lot if we start doing an activity after."

Elliott also advocates for transparency with students regarding learning tasks. Informing them about the duration of challenging activities, the purpose behind them, and when a break or a different task will occur can empower them. This approach helps students understand that they are capable of engaging with difficult material and that such effort leads to growth.

Mindfulness and Building Resilience

At McKinley STEAM, a kindergarten classroom begins each day with a meditation session. During this quiet time, children are guided through visualizations, imagining themselves in serene environments. This practice aims to cultivate a sense of calm and focus before the more demanding parts of the school day.

Following the visualization, students participate in deep breathing exercises and share affirmations. "I can be a good student," one young boy declared, followed by his classmate's confident, "I can listen to the teacher." The intention is for these positive mantras to carry through the day, helping students navigate less engaging lessons.

Elliott believes it's crucial to empower even young students with the understanding that some tasks, while not inherently fun, are necessary for learning and development. "Learning should be fun. You are getting new information that is teaching you how to solve puzzles that you can use for the rest of your life, and that’s amazing," she said. "But is every second of it going to be fun? No. And that’s just the truth."

As educators continue to grapple with the evolving attention landscape, the strategies employed at schools like McKinley STEAM offer a glimpse into a future where learning is not only informative but also adaptable, engaging, and mindful of the unique challenges students face in the modern world. The ongoing efforts by teachers to foster sustained attention are a testament to their dedication in preparing students for academic success and lifelong learning.