Children, concentration & learning

Concentration difficulties in children: Why motivation does not explain everything

Tino Both · 24 Jun 2026 · 8 min read

Briefly explained: Concentration difficulties in children can relate to the task, fatigue, worries, distraction or difficulties with vision and hearing. An attention disorder is another possible explanation. The first crucial question is: Is starting difficult, staying with the task or finding the way back after an interruption?

Does your child repeatedly lose track during homework?During the free initial telephone consultation, you describe when things become difficult and what already works better. We clarify whether a functional view of perception, movement and attention suits your concerns.

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It works with a favourite topic — but not at the desk

Your child works persistently on building their own idea. A little later, the maths book is open, but after two tasks their attention is elsewhere. It is tempting to think, 'They could do it if they wanted to.' Yet these situations are different. Interest, feedback, understanding of the task and a self-chosen pace differ.

Persistent engagement with a favourite topic is therefore a strength to build on. But it does not yet explain why another task fails. Describing more precisely the moment your child loses track is more helpful than a question of willpower.

Three different difficulties behind 'unfocused'

Starting: The first action does not happenThe child sits in front of the page, sorts materials or asks repeatedly. First check whether the specific next step is understood. 'Do your tasks' leaves a lot open; 'Read the first question' makes the beginning visible.

Staying with it: The task becomes too much along the wayThe start goes well, then interruptions or careless mistakes increase. It is useful to know whether this happens with long texts, when writing, as time passes or after a demanding school day. Feedback such as 'My eyes are getting tired' also deserves attention.

Finding the way back: Orientation is lost after an interruptionAfter a question or sound, the child no longer knows where they were. A visibly marked step can then be more useful than repeatedly telling them to pay more attention. Returning to the task becomes more specific.

Attention does not work independently of the rest of the task

Focused work involves selecting relevant information, briefly keeping an instruction available and switching when needed. These control abilities are described as executive functions; a scientific overview is provided by Diamond (2013): Executive Functions.

At the desk, practical demands are added. The child has to recognise the original, find their place again, guide the pencil and formulate the answer. We should therefore do more than count how often they drift off. We should ask which of these demands is currently becoming difficult.

Movement alone does not reveal why concentration is difficultOne child can listen attentively while rocking. Another sits still but has lost track. The goal is a task the child can participate in with understanding and manageable effort, rather than a child who remains as motionless as possible.

What I consider functionally in concentration difficulties

In my work in Vilshofen, I begin with your specific pattern. If your child loses the overview when switching between two originals, control of gaze is interesting. If the hand mainly becomes tired, the writing movement receives more attention. If difficulties occur particularly with several simultaneous demands, we first consider what works well separately.

'More stimuli' is not automatically better here. A task combining balancing, arithmetic and catching a ball can look impressive yet miss the concern. Only an understandable, suitable starting task allows a useful comparison.

A possible example: One simple rule, two conditions

We choose a short search task with clearly recognisable symbols. The child is asked to find and point to a particular symbol. Initially, the arrangement remains clear. We observe accuracy, interruptions and perceived effort — without turning it into a race against the clock.

If searching goes well but stalls with a more crowded original, we can look more closely at the influence of presentation. If a small visual training stimulus fits the observation, it is tried at an appropriate dose. We then compare again with the starting task. We bear in mind that repetition alone can make a task more familiar.

Pursue a difficult component task specificallyIf a specific functional connection needs closer assessment, I additionally use an indicator muscle that can be tested reliably and without pain. The defined stimulus is followed by the muscle test. If inhibition considered unusual within the method appears, I seek additional input and repeatedly compare: The original stimulus alone and the stimulus plus solution input.

After integration, I check the original stimulus without this additional help. We then return to the starting task. Only this return shows us whether searching, shifting gaze or carrying out the task also becomes easier for the child.

Accuracy and tolerability matter as much as speed in further selection. Faster work with more mistakes would not be convincing progress. A good next step must also be manageable enough to put into practice at home.

What you can observe at home — without constant testing

Choose a situation that recurs anyway. Mentally note: When did the difficulty begin? What happened immediately beforehand? How does your child describe it? Three specific observations often help more than labelling an entire day 'unfocused'.

A small comparison for everyday lifeIs the instruction clear? Does a short, visible sequence make starting easier? Can your child find their way back after a break?

Do not change the workspace, pencil, timetable and amount of work simultaneously. Otherwise, what helped remains unclear. Ask your child about their experience and stop the comparison before it becomes another test.

A difference between schooldays and days off is also useful. It prompts consideration of daily rhythm, recovery and demands, rather than automatically proving a particular cause. The goal is a practical approach, rather than exhaustive monitoring of your child.

When a paediatrician or further support is important

If difficulties persist for a longer time, affect several areas of life or cause the child marked distress, a paediatric practice is a good first point of contact. Depending on the pattern, vision and hearing tests, feedback from school or specialist assessment may be included. IQWiG: ADHD — symptoms, assessment and support describes how sleep problems and other possible explanations are also considered.

For new, pronounced changes, severe symptoms or loss of already securely mastered skills, medical assessment should not wait for a training appointment. School anxiety and persistent withdrawal also require separate attention to emotional strain.

Frequently asked questions about concentration difficulties in children

Can my child have ADHD despite being persistent with favourite topics?Yes, that does not rule out ADHD. The overall professional assessment across situations and time is decisive. One homework situation or functional comparison is not enough for this.

Do concentration games help?They can be enjoyable and improve the practised task. What matters more is whether benefit appears where you need support, such as beginning work or finding a place in a text again.

Should my child sit as still as possible during homework?A comfortable working position and suitable movement breaks are more useful than constant posture corrections. Whether a particular change helps becomes apparent in the task and the child's experience.

When is a neurofunctional perspective interesting?When a specific pattern appears around vision, movement, body awareness or the interaction of several demands. During the initial consultation, we can explore whether this approach suits your concerns.

The more helpful question is: Where is the thread lost?

'My child needs to concentrate more' leaves you with a large demand. 'After looking at the original, they cannot find their place again' opens a checkable question. Individual functional work can begin here — with an understandable starting point and a specific goal.

Would you like to turn daily reminders into a more specific question?Tell me which task your child finds difficult and when it is easier. During the initial telephone consultation, we clarify together whether and how Applied Neurofunction can support you.

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