An important skill developed through adolescence is the ability to manage distractions and intentionally to focus attention (Siebers et al., 2022). Early studies since 1970 have proposed that students spend 10-40% of class time thinking about unrelated topics (Unsworth & McMillan, 2017). Moreover, mind wandering has been found to occur for approximately one-third of the time that individuals are awake and is known to have a negative impact on task performance (He et al., 2023).
Distraction and Disengagement
The concept of ‘distraction’ has been defined as “the outcome of attention diverted from a particular stimulus, consequently disrupting concentration” (Mastagli et al., 2022, p. 311). There are three types of distractors that have been identified; inward distraction (daydreams), outward distraction (scenery), and active distraction (sending a text during class) (Mastagli et al., 2022).
Disengagement on the other hand, occurs in situations where an individual voluntarily detaches/withdraws from the primary task, shifting their concentration to other internal (thinking about what you have to do later) or external (checking your phone) sources of information (Unsworth & McMillan, 2017). These changes are expected to be linked to a lack of motivation and/or interest in the task at hand, resulting in attention being assigned to off-task activities (Unsworth & McMillan, 2017).
However, shifts in attention can be involuntary, in which disengagement occurs due to internal (current concerns) or external (loud noises) distractions that capture an individual’s attention (Unsworth & McMillan, 2017). Results have shown that individuals who experienced higher levels of interest and motivation were more likely to afford additional effort to redirect their attention back to the task at hand, demonstrating a decline in the frequency of mind-wandering episodes (He et al., 2023).
Digital Distraction
Self-Determination Theory (‘SDT’) is formulated “in the assumption that humans can be proactive and engaged in their growth and development or, alternatively, disengaged and alienated, based on the conditions in their environment and social contexts” (Flanigan et al., 2023). SDT posits that social conditions in which students grow, learn, and function can either promote or undermine the three basic psychological needs mentioned above; autonomy, competence, and relatedness (Flanigan et al., 2023). If these basic needs are nourished, SDT affirms that well-being and the motivation to engage and learn during class will be enhanced (Flanigan et al., 2023). Linking to this, a phenomenon described as ‘digital distraction’, is becoming increasingly more prominent, exposing a potential hurdle to be overcome with reference to the distractions presented by social media and digital media, such as smart phones and laptops (Flanigan & Titsworth, 2020; Siebers et al., 2022).
Current Trends
Studies have uncovered a complex relationship between motivation, mind wandering, and task performance (Brosowsky et al., 2023). Notably, if motivation is high, then the depth of mind wandering is not associated with changes in task performance, but if motivation is low, a negative association with performance is established, highlighting that the positive association between mind wandering and impaired performance was strongest when motivation was low, and weakest when motivation was high (Brosowsky et al., 2023). It should be noted that if the depth of mind wandering is initially low, then motivation is unlikely to have any significant impact on influencing performance (Brosowsky et al., 2023). This is suggested to occur because motivation will increase an individual’s attentional focus, which in turn influences their performance, and when this attention is already maximally focused on the task at hand, motivation will have little influence (Brosowsky et al., 2023). Whilst it has been highlighted that future research should focus on determining whether mind wandering moderates the effects of motivation or vice versa, it has been theorised that if motivation is able to be influenced, it may be possible to increase the probability that people will value task engagement over disengagement, whilst also providing protection from the negative effects of mind wandering (Brosowsky et al., 2023).
Motivation
The concept of ‘motivational climate’ refers to the psychological environment structured by a teacher in relation to pupils’ achievement, goals, and motivations (Mastagli et al., 2022). Clear objectives, specific goals, adapted tasks, positive and timely feedback, and instructions on how to succeed, are the notable characteristics of a structured motivational climate (Mastagli et al., 2022). With specific regard for physical education (‘PE’) classes, a task-oriented motivational climate has been described as one that prioritises cooperative learning with an emphasis on effort, learning, improvement, task mastery, and avoidance of any form of social comparison (Mastagli et al., 2022). A motivational climate established by PE teachers possesses the ability to contribute to optimal functioning if they are to nurture the basic psychological needs of their pupils, such as autonomy, competence, and relatedness (Mastagli et al., 2022). ‘Autonomy’ refers to a sense of initiative and being at the origin of one’s behaviour, ‘competence’ to an individual’s desire to be efficient in regard to their interaction with the environment and its challenges, sensing a potential of success and growth, and ‘relatedness’ to the feeling of belonging to a social group, receiving attention from those perceived to be important, and the need for connection with others (Mastagli et al., 2022). Findings have supported the implementation of motivational strategies in guiding PE teachers to improve pupils’ affective experience, concentration and distraction (Mastagli et al., 2022). Specifically, it is suggested that teachers adopt structured behaviours that aim to support the need for competence by guiding students’ progress, providing help where it is deemed appropriate, constructively reflecting on mistakes, and the communication of clear and transparent expectations (Mastagli et al., 2022).
A ‘mastery motivational climate’ refers to situations in which students perceive that teachers and their peers emphasise attainment of competence or ability through attempts to improve and develop skills in regard to the student’s individual capabilities (Stornes et al., 2008). Studies have established that when students perceive that a classroom climate will allow them a degree of autonomy, they are more likely to be committed and intrinsically motivated in comparison to those who perceive the climate to be more controlling (Stornes et al., 2008). In turn, through promoting autonomy, students are more able to select their own learning goals, which affords them more control concerning learning and school results (Stornes et al., 2008). If students feel more responsible for the outcome of their actions, they are more likely to invest sustained and persistent effort into their work, leading to an increased likelihood of perceiving the motivational climate as mastery oriented (Stornes et al., 2008). In application, a study conducted in Norway concluded that optimal levels of student autonomy in the learning environment were associated with higher levels of intrinsic motivation and learning (Stornes et al., 2008). Through incorporating practices such as allowing students to set their own learning goals, it is likely to signal to the students that the goals, alongside the process of reaching them, are valued by the teacher (Stornes et al., 2008).
Strategies
It should be noted that some strategies designed to reduce student digital distraction have the potential to threaten students’ needs for autonomy, competence and relatedness in the classroom (Flanigan et al., 2023). Henceforth, in upholding a central principle of the SDT framework, in nourishing the basic needs of students, there a numerous strategies that can be implemented to assist instructors in proactively curbing student digital distraction in a way that does not alienate students (Flanigan et al., 2023).
Strategy 1 – Consciousness-Raising to Motivate Students
Helping students achieve a greater awareness of themselves, their goals, and potential obstacles that they may face, is referred to as ‘consciousness-raising’ (Flanigan et al., 2023). If teachers are able to inform students about the consequences of digital distraction on their learning and academic performance, students will be equipped with the ability to internalise the motivation to overcome digital distractions during class (Flanigan et al., 2023). If this knowledge is integrated into existing academic goals, it should lead to an increase in the autonomous regulation of electronic devices (Flanigan et al., 2023).
Collaborative goal setting (or intentions - noting the common eye roll to the mention of goals) is best achieved using the smart acronym.
Strategy 2 – Development of Course Policies with Student Collaboration
At a tertiary education level, students have shown little support for policies that restrict their access to technology, specifically ones that are unilaterally developed and implemented by their instructors (Flanigan et al., 2023). This occurs because students believe that such policies are infringing upon their right to choose for themselves how to utilise technology within the classroom (Flanigan et al., 2023). Henceforth, students have shown stronger support for course policies that are developed collaboratively with their input, viewing them as more credible (Flanigan et al., 2023). Collaboration seems to be an effective strategy in improving the likelihood that students will ‘buy-in’ to these policies, upholding autonomy and instilling a sense of ownership, enhancing engagement within the classroom (Flanigan et al., 2023). This approach can positively affect all three basic psychological needs of students, as the approach fosters the notion that students are viewed and treated as valued members of the classroom, whose opinions, suggestions, and concerns are valued and considered (Flanigan et al., 2023).
Strategy 3 – Designated Laptop-Free Zones
If digital devices, such as laptops, are utilised for off-task purposes during class, they can be a distraction for classmates seated nearby (Flanigan et al., 2023). Pairing guidelines for appropriate and inappropriate technology use with a zoned seating policy has the potential to generate a classroom environment that minimises distraction (Flanigan et al., 2023). Designating specific seating areas within a classroom as laptop-free and laptop-allowed zones can be an avenue to creating an environment that encourages students to situate themselves where they believe they can best meet those expectations (Flanigan et al., 2023). Moreover, this strategy was approved by undergraduate students to reduce unwanted distraction in the classroom, and they appreciated the opportunity presented by this choice to self-regulate their classroom learning strategies (Flanigan et al., 2023). Findings have supported that providing students with options through zoned seating offers them autonomy to sit where they believe their competence for learning will be enhanced (Flanigan et al., 2023). Whilst the misuse of laptops is still able to occur in laptop-allowed zones, the restriction of use to designated areas in the classroom will minimise the likelihood that non-laptop users will become distracted (Flanigan et al., 2023).
Conclusively, it is clear that being ‘distracted’ is a widespread issue faced by students on an everyday basis (He et al., 2023; Unsworth & McMillan, 2017). Whilst there are many different forms of distraction and disengagement, it has been established that increasing motivation is an effective method in controlling these obstacles (Brosowsky et al., 2023; He et al., 2023; Mastagli et al., 2022; Unsworth & McMillan, 2017). Through increasing motivation, it is likely that students will place more value on task engagement and safeguard themselves from the negative effects of mind-wandering (Brosowsky et al., 2023; He et al., 2023). The promotion of motivational classroom climates cements the importance of the basic psychological needs of students; autonomy, competence, and relatedness, with the concept of digital distraction presenting an increasingly prevalent issue for students and their psychological needs (Flanigan et al., 2023; Mastagli et al., 2022). Nevertheless, literature has suggested that consciousness-rating, collaborative course policies, and designated laptop-free zones are effective management strategies for dealing with digital distractions (Flanigan et al., 2023).
Parent Guide: Helping Your Child Manage Distractions During Homework
1. Set Up a Distraction-Free Study Environment
Why it matters: A cluttered or noisy space reduces focus and increases procrastination.
Action Steps:
- Designate a quiet, consistent homework space (not the bed or couch).
- Remove or minimize distractions: toys, noisy siblings, unnecessary devices.
- Provide needed supplies ahead of time (pens, paper, calculator).
Tip: Use noise-canceling headphones or calming background music (like classical or instrumental) if the house is noisy.
2. Manage Digital Distractions (seeManaging Screen Time)
Action Steps:
- Turn off notifications or use “Do Not Disturb” mode during homework.
- Use apps like:
- Forest: rewards staying off the phone
- Freedom, Cold Turkey: block distracting sites
- For younger kids, keep devices out of reach unless absolutely necessary for schoolwork.
Tip: If homework is online, sit nearby to offer support without hovering.
3. Set a Predictable Routine
Why it matters: Predictability helps the brain transition into “focus mode.”
Action Steps:
- Establish a regular homework time each day (e.g., 4–5 PM).
- Build in a short wind-down break before starting (e.g., snack, stretch).
- Use a visual schedule for younger kids to show what comes next.
4. Use the “Focus-Break” Method (e.g. Pomodoro Technique)
Why it matters: The brain focuses better in short, timed bursts.
Action Steps:
- Use a timer:
- Focus 20–25 minutes → short 5-min break.
- After 3–4 rounds → longer 15–20 min break.
- Let them stretch, snack, or move during breaks—avoid screen time if possible.
Try: A visual timer or analog kitchen timer to reduce checking phones.
5. Be a Homework Coach, Not a Homework Cop
Why it matters: Children are more motivated when they feel supported, not pressured.
Action Steps:
- Stay nearby to answer questions but encourage independence.
- Offer positive reinforcement: praise effort, not just results.
- Avoid hovering or criticising focus lapses—guide them back gently.
6. Help Set Clear, Small Goals
Why it matters: Large tasks can feel overwhelming and lead to avoidance.
Action Steps:
- Break homework into small chunks (e.g., 5 math problems, 1 paragraph).
- Let your child check off completed tasks—it boosts motivation.
- Ask: “What’s the first step you need to take?” to prompt action.
7. Reward Focus, Not Just Finishing
Why it matters: Encouraging good study habits builds long-term focus.
Action Steps:
- Use a simple reward system: 30 minutes focused = sticker, extra playtime or game/tech use.
- Praise behaviours like staying seated, trying hard, or asking for help.
8. Practice Focus Outside of Homework
Ideas:
- Play board games that require concentration (e.g., Uno, Memory).
- Try short mindfulness or breathing exercises (even 1–2 minutes).
- Encourage reading for pleasure.
9. Try conversation starters:
- “What do you notice distracts you the most during homework?”
- “How does your body feel when you’re really focused?”
- “Would you like to try setting a timer together for just 20 minutes?”
- “What’s one thing you’d like to do with less screen time?”
Warning Signs to Look For:
If your child consistently struggles with focus, even with support:
- Talk to a teacher about possible learning or attention challenges.
- Consult external support such as a paediatrician, psychologist, or school counsellor for further guidance.
Further Resources
Tools and Apps
Books for Parents
Books for Children/Teens
Videos and TedTalks
TED-ED: HOW TO STAY FOCUSED (for children aged 10+)
CAL NEWPORT: QUIT SOCIAL MEDIA (TEDX) (for teens/parents)
Mindfulness and Brain Training
Printable Guides and Checklists
References
Brosowsky, N. P., DeGutis, J., Esterman, M., & Smilek, D. (2023). Mind wandering, motivation, and task performance over time: evidence that motivation insulates people from the negative effects of mind wandering. Psychology of Consciousness: Theory, Research, and Practice, 10(4), 475-486. https://doi.org/10.1037/cns0000263
Flanigan, A. E., Brady, A. C., Dai, Y., & Ray, E. (2023). Managing student digital distraction in the college classroom: a self-determination theory perspective. Educational Psychology Review, 35, Article 60. https://doi.org/10.1007/s10648-023-09780-y
Flanigan, A. E., & Titsworth, S. (2020). The impact of digital distraction on lecture note taking and student learning. Instructional Science, 48(5), 495-524. https://doi.org/10.1007/s11251-020-09517-2
He, H., Chen, Y., Li, T., Hui, L., & Zhang, X. (2023). The role of focus back effort in the relationships among motivation, interest, and mind wandering: an individual difference perspective. Cognitive Research: Principles and Implications, 8, Article 43. https://doi.org/10.1186/s41235-023-00502-0
Mastagli, M., Van Hoye, A., Hainaut, J-P., Bolmont, B. (2022). The role of empowering motivational climate on pupils’ concentration and distraction in physical education. Journal of Teaching in Physical Education, 41, 311-321. https://doi.org/10.1123/jtpe.2020-0252
Siebers, T., Beyens, I., Loes Pouwels, J., & Valkenburg, P. M. (2022). Social media and distraction: an experience sampling study among adolescents. Media Psychology,25(3), 343-366. https://doi.org/10.1080/15213269.2021.1959350
Stornes, T., Bru, E., & Idsoe, T. (2008). Classroom social structure and motivational climates: on the influence of teachers’ involvement, teachers’ autonomy support and regulation in relation to motivational climates in school classrooms. Scandinavian Journal of Educational Research, 52(3), 315-329. https://doi.org/10.1080/00313830802025124
Unsworth, N., & McMillan, B. D. (2017). Attentional disengagements in educational contexts: a diary investigation of everyday mind-wandering and distraction. Cognitive Research: Principles and Implications, 2, Article 32. https://doi.org/10.1186/s41235-017-0070-7