For many teachers, one of the biggest daily challenges is helping pupils stay focused. Pupils drift off, become distracted, or struggle to start tasks. Some fidget continuously, others stare into space, and a few lose confidence because they “never seem able to concentrate.”

The truth is that focus is not one single skill. It’s a combination of attention ability, emotional state, sensory comfort, sleep, motivation, and how clearly the task is presented. Pupils with ADHD, autistic pupils, and those with anxiety or poor sleep may find concentrating especially difficult — but every child benefits from an environment built for better focus.

This guide brings together the most effective, research-backed strategies for improving concentration in UK classrooms. Each section includes real classroom examples, external trusted resources.

Why Focus Breaks Down in Classrooms

Focus doesn’t only depend on motivation. In fact, pupils often want to concentrate but are limited by factors outside their control:

• the classroom is too noisy or visually busy

• the instructions are confusing or too long

• the task feels overwhelming

• they don’t know how to start

• their emotional state is unsettled

• their sensory system is overloaded

• they need movement

• they didn’t sleep well

• they’re anxious about getting something wrong

The Education Endowment Foundation (EEF) explains that pupils need structure, clarity, and explicit self-regulation support to maintain attention:
https://educationendowmentfoundation.org.uk/

The good news is that when the classroom environment and teaching approach support the brain’s natural attention systems, focus improves dramatically.

1. Make Lessons Clear and Predictable

A predictable classroom is calming. When pupils know the routine and understand what’s expected, they spend less mental energy worrying and more energy learning.

Why this helps focus

The brain likes patterns. Predictability reduces anxiety and frees up working memory. This is especially important for pupils who are autistic, have ADHD, or are generally anxious.

Practical ways to create predictability

A “Now, Next, Then” schedule is surprisingly powerful. It visually outlines the flow of the lesson, reducing uncertainty. You can also start each class with the same short “settle in” activity so pupils ease into learning instead of jumping straight into something demanding.

Clear expectations also make a big difference. Before a task begins, pupils should know:

• what they are doing

• how long it will take

• what success looks like

• what to do when they finish

Real example

A Year 3 teacher found that her most distractible pupils calmed down once they saw the three-step plan at the start of every lesson. Transitions stopped feeling chaotic, and even pupils who usually panicked during changeovers became more independent.

2. Break Tasks Into Smaller, Simpler Steps

Children often lose focus not because the work is too hard, but because it feels like too much all at once. Their attention collapses under the weight of a big, unclear task.

Why chunking works

Working memory — the part of the brain that handles information in the moment — can only hold a small amount at a time. When a teacher gives five instructions at once, pupils lose track of them long before they begin.

How to chunk effectively

• Give instructions step by step rather than all at once.

• Break a 40-minute lesson into 5–10 minute segments.

• Provide a checklist so pupils know what’s next.

• Check in briefly after each stage to reset focus.

• Let pupils complete small wins instead of facing one long stretch of work.

Real example

A secondary science teacher restructured her lessons into short cycles of “instruction → practice → check-in.” A class that previously drifted off halfway through suddenly stayed engaged because they never felt overloaded.

3. Add Movement Regularly — Not Occasionally

Movement is not a distraction. It is a form of regulation. The NHS states clearly that physical activity improves concentration, mood, and executive function in children:
https://www.nhs.uk/live-well/exercise/exercise-health-benefits/

Why movement boosts focus

When pupils sit still for too long, their brain becomes sluggish. Movement increases oxygen flow, stimulates attention-related brain networks, and helps release built-up restlessness — especially for ADHD pupils.

Simple ways to include movement

• Stand up to answer a question.

• Walk-and-talk discussions.

• Desk or wall stretches.

• Allow standing work or floor seating for some pupils.

• Movement jobs (“Bring this to the office”).

• Transition stretches between activities.

Real example

After introducing a one-minute “Reset Stretch” after breaks, a KS2 teacher saw calmer pupils and faster transitions. Pupils who usually needed repeated instructions settled immediately.

Internal link: This connects well with Recognising Early Signs of ADHD for pupils who need extra regulation support.

4. Create a Calmer Sensory Environment

Many classrooms unintentionally overload pupils with bright displays, buzzing lights, scraping chairs, and unexpected noises. For sensory-sensitive pupils, this makes focusing nearly impossible.

What helps create a low-distraction atmosphere

• Remove cluttered or outdated posters.

• Use softer, natural light or lamps instead of harsh fluorescents.

• Add felt pads to chairs to stop loud scraping.

• Create one calm wall with minimal visuals.

• Offer ear defenders during reading or writing time.

• Provide a small quiet corner for emotional reset.

Real example

One teacher in Year 6 noticed her class was jumpy and restless. She removed two bright displays, dimmed one row of lights, and used carpet offcuts. The room felt calmer instantly — and focus lasted longer during lessons.

External sensory support guidance:
https://www.autism.org.uk/advice-and-guidance/topics/sensory-differences

A deeper dive into low-cost sensory ideas is available in
How to Create a Sensory-Friendly Classroom on a Budget.

5. Teach Pupils How to Regulate Their Own Attention

Most pupils don’t naturally know how to calm their body, settle their mind, or shift attention back to the task.
These are learned skills — and they can be taught.

Helpful self-regulation tools

• Slow breathing (especially box breathing)

• Grounding techniques (“Name 3 things you can see…”)

• Gentle muscle relaxation

• Mindfulness timers

• Appropriate use of fidget tools

• Micro-breaks during longer tasks

• Positive self-talk (“I can do the first part now”)

Real example

A Year 5 teacher ran a 30-second breathing and stretching routine before long writing tasks. Within two weeks, writing stamina improved, and pupils reported feeling “more ready” to begin.

EEF evidence on self-regulation:
https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/metacognition-and-self-regulation

6. Make Pupils Active Participants, Not Passive Listeners

Long periods of listening are extremely difficult for children, especially when sitting still. Engagement drops, minds wander, and off-task behaviour rises.

Why active learning improves attention

Active learning creates frequent resets for the brain. Instead of drifting, pupils take part — answering, discussing, explaining, showing, questioning.

Examples of active learning

• Think–pair–share

• Mini whiteboard responses

• Group problem-solving challenges

• Fast quizzes or retrieval questions

• pupils teaching each other a small part of the content

Real example

A Y7 English teacher replaced long reading sessions with short bursts followed by rapid whiteboard questions. Focus skyrocketed because pupils knew they would need to respond frequently.

7. Use Choice to Increase Attention

Choice boosts motivation. When pupils feel some control, they automatically engage more deeply.

Simple choices that improve focus

• Choose where to sit for independent work

• Choose the order of tasks

• Choose which question to start with

• Choose a writing tool

• Choose whether to work alone or with a partner

Real example

A Y4 class became noticeably calmer when pupils could pick between their desk and a side table during writing. Pupils who usually wandered instead settled quickly because they felt ownership of the decision.

8. Build Emotional Safety and Trust

A child cannot focus when they feel embarrassed, anxious, or afraid of making mistakes. Emotional safety turns the classroom into a secure learning environment rather than a stressful one.

How to create emotional safety

• Greet pupils warmly every day.

• Use calm, non-judgemental language.

• Avoid shaming pupils publicly.

• Celebrate effort, not just accuracy.

• Show patience when pupils struggle.

• Teach that mistakes are expected and normal.

Real example

A teacher swapped the phrase “Why aren’t you working?” for “Would you like help getting started?”
Instead of shutting down, the pupil relaxed — and began working immediately.

9. Help Pupils Start Tasks More Easily

The hardest part of focusing is often the first step. Pupils freeze because they’re unsure how to begin.

How to make starting easier

• Give a model answer or sentence starter.

• Break the first step down clearly.

• Provide visual instructions.

• Use countdowns (“We start in 10 seconds”).

• Circulate early to support hesitant pupils.

Real example

A teacher wrote only the first instruction on the board, leaving the rest for later. Pupils who normally stalled immediately began working because the barrier was lower.

10. Support Healthy Routines and Basic Needs

Focus collapses quickly when pupils are tired, thirsty, hungry, or overstimulated.

Sleep matters

The NHS recommends 9–12 hours of sleep for school-aged children:
https://www.nhs.uk/live-well/sleep-and-tiredness/healthy-sleep-tips-for-children/

Hydration and snacks help too

A drop in blood sugar or dehydration can make pupils foggy and unfocused.

Real example

A “Hydration Station” in one KS1 classroom allowed pupils to refill bottles without asking. Teachers noticed calmer behaviour and improved attention, especially in the mornings.

Bringing It All Together

Improving focus doesn’t require complicated programs or strict discipline.
It’s about understanding how children’s brains work and creating the conditions that support concentration.

The strongest results come from combining:

• predictable routines

• small, manageable steps

• movement throughout the day

• a calmer sensory environment

• explicit self-regulation teaching

• active participation

• pupil choice

• emotional safety

• support for physical wellbeing

When these elements are in place, pupils don’t just “behave better” — they feel more confident, comfortable, and capable. Focus becomes something that develops naturally, not something forced.