María José García Pérez

SENCo & DCPC

 

It is a question that an increasing number of parents and teachers are asking. In the classroom, keeping pupils’ attention during lengthy explanations is becoming more difficult. At home, sitting down to read without checking a mobile phone has become a challenge. There is a feeling that something has changed, that children are more easily distracted than they were a decade ago. Is this perception accurate, or are we simply looking back at the past through rose-tinted glasses?

There is evidence to support this concern. On 8 September, the OECD published the results of PISA 2025, the largest international educational assessment, involving more than 760,000 15-year-old students across 91 countries. The findings reveal record lows: OECD countries have recorded their lowest scores in reading and mathematics since the assessment began. Spain scores below the EU average in all three areas assessed, representing a decline equivalent to almost one school year. This is not an issue affecting just one country; it is a global trend.

 

What has changed in the way we educate children?

With the best of intentions, we have tended to reduce frustration, make learning content more engaging and prevent children from getting bored. The problem is that concentration, like any other skill, develops through practice: when we have to persevere even if a task does not offer immediate rewards, finish something even when it is difficult, or learn to wait. A child who has never had to tolerate boredom has few tools to cope with a lengthy, demanding task. This is not their fault; it is the result of an environment that has inadvertently trained them to become impatient.

 

Screens: the factor accelerating everything

The PISA 2025 report highlights the association between excessive use of digital devices, classroom distraction, poorer academic outcomes and lower engagement with learning. Accustomed to watching very short videos that require them to concentrate for only a few seconds, many young people are finding it increasingly difficult to process lengthy texts or sustain their focus while studying. Screens are designed to capture attention through rapid stimuli and instant rewards, which is the opposite of what studying, in-depth reading or solving a complex problem requires. Technology is not inherently bad; the same report acknowledges that moderate, purposeful use can be beneficial. However, using it without structure or boundaries comes at a real cost.

 

Attention is a skill that can be regained

The good news is that attention is not a fixed trait. It can be developed. Establishing screen-free periods, restoring the habit of reading printed books, allowing children to experience boredom without filling every moment with stimulation, and maintaining consistent sleep routines are simple measures that can have a positive impact. At home, parents play a fundamental role, not as monitors, but as role models. A household where adults also read, concentrate and put their phones away provides the best environment for children to develop those same abilities.

 

Practical strategies that work

  • The environment matters. A tidy desk, appropriate lighting and a mobile phone in another room. The brain associates spaces with activities, so having a consistent study area makes it easier to get into a state of concentration.
  • Time blocks, not marathons. 25–30 minutes of focused work followed by a genuine five-minute break (the Pomodoro Technique). One task at a time: multitasking reduces effectiveness.
  • Sleep and exercise. Teenagers need between eight and ten hours of sleep, while younger children need between nine and eleven. A daily 20-minute walk can improve memory and attention. These are among the strongest foundations for cognitive performance identified by scientific research.

 

How we put this into practice at ELIS

At ELIS, we see concentration as a skill that can be taught and practised. We incorporate routines to help pupils manage their time and effort in the classroom, encourage the responsible use of technology and prioritise each pupil’s emotional wellbeing as a prerequisite for learning.

The same PISA report that highlights the global decline identifies perseverance and a sense of belonging at school as positive indicators. In our experience, these two qualities go hand in hand with genuine academic achievement, and they have long been among the core values we nurture at ELIS.

The excellent results achieved by our pupils in this year’s IGCSEs, A Levels and PCE examinations reflect this consistent, shared effort between families and school.