@TeacherToolkit
Ross Morrison McGill founded @TeacherToolkit in 2007 and is widely recognised as one of the leading influencers in education in the UK and across the world. In 2015, he was named among The Sunday Times/Debrett’s 500 Most Influential People in Britain for his impact on…
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Is your attention span really shrinking?
For years, it has been assumed that our attention spans are shrinking due to technology, AI and social media. For example, when last did you read a book?
The ‘teenage brain’ is from 9 to over 30 years old
New research published in Nature Communications by Mousley et al. (2025) reveals that brain topology undergoes five significant turning points, stretching well beyond the previously assumed age of 25. In fact, the teenage brain—defined in this study—extends from age 9 to beyond 30.
This redefines our understanding of adolescence and attention.
Recent findings such as the above, including this BBC’s investigation, research from King’s College London, and an interesting interview with Gloria Mark, PhD, demonstrates otherwise. All this research suggests that what we call “attention” is not vanishing—it’s evolving.
My own conclusion is that our attention habits are changing. Rather than one universal span, we experience a spectrum of attention types depending on task, context, and brain maturity.
Why context shapes attention
In some past work, I now understand that ‘attention is context-specific.’ What this means is our attention span is shaped by purpose. For example, in the classroom, if a student cannot see the relevance of a lesson, they are less likely to engage. This is not a deficit, it’s adaptive. (see Dr Jared Cooney-Horvath).
Classroom lighting, noise, seating plans, display clutter, and even the teacher’s voice can all affect our attention and how it is deployed.
Consider a student in class watching TikTok vs. playing the latest edition of FIFA, or watching their football hero live—focus isn’t lacking, it’s redirected. How long do you think this child would be focused for in these three different examples?
Rather than asking “Why can’t this student pay attention?”, the more effective question is: What in this context is making sustained attention more difficult? Context matters in this earlier article which remains an important read for teachers.
What does this mean for schools and families?
Many young people arrive to school after evenings of rapid, six second video. Their attention habits are being shaped in a particular context. Without any training, it’s unsurprising that they struggle to read Macbeth for 60 minutes in an English lesson. Attention habits are contextual, not fixed, and sustained attention is teachable, but it requires time, scaffolding and motivation.
Many teachers and parents express concern about shrinking attention span (TES), sometimes citing anecdotal evidence.
Importantly, we must abandon outdated assumptions about how long students can “pay attention”. The teenage brain’s extended developmental period demands we rethink classroom focus strategies, especially during adolescence when neural networks are still undergoing critical restructuring and rapid, robust neurological changes (Mousley et al., 2025)
What can teachers do?
• Students aged 9–30 suggests year 5 pupils and sixth formers are both “teenage” in terms of brain function.
• Cognitive overload, especially with technology is a real risk—not due to weak attention, but immature topology.
• Attention types (rote, focus, reactive) vary throughout the day and lesson time—so plan accordingly.
• Teachers need CPD on neuroscience to stop reinforcing myths to start supporting working memory and attention.
Reflection questions for teachers:
- Are teachers aware that the brain continues developing until the early 30s?
- How can lessons accommodate multiple attention types?
- What role does digital distraction play in lesson planning?
- Could teachers schedule lessons around attention rhythms (e.g. mid-morning peak)?
- How might this change our understanding of SEND, especially for attention-based difficulties?
- Are classroom observations designed with brain science in mind?
- How might school leaders prioritise this in future curriculum design?
- What professional learning is needed to dispel attention myths in schools?
Final thoughts
Forget the 9-second goldfish. Our pupils are not attention-poor; they are attention-overloaded. This study proves that adolescent brain changes span decades, not just GCSE years. Teaching practices need to evolve.
