To develop practical, research-backed strategies to enhance focus and retention in distracting environments, particularly for university students who often struggle with device addiction and sustained attention.
Our primary focus is on students in higher education who are experiencing attention challenges
while battling digital distractions. We support students primarily by helping them establish routines during distraction-free time slots.
We find that it takes time for the routine to stick and show value, so it helps if everyone at the meet-up has a task for which they're getting compensated. The student's role is to help their peers, and also facilitate and improve projects for other similar study groups. So everyone has a paid job at these meetings.
Our core strategy is a daily check-in and study routine that encourages the student to detox from distractions. A typical session is in person with 2-3 students and 1 teacher:
| Challenge | Solution |
|---|---|
| Difficulties in working memory or internalizing information | Creating visual schedules or checklists |
| Hard to structure their time and track progress | Using planners, calendars, and organizational systems |
| Overwhelmed by long list of things to do | Dividing large assignments into smaller, manageable steps |
| Not easy to stay on track and follow routines | Using visual cues and establishing ceremonies around routines |
| Problems with focus and productivity | Establishing specific time limits for tasks |
| Problems with distractions | Providing consistent support and distraction-free environments |
| Difficult to manage emotional regulation challenges | Teaching students how to identify and avoid triggers |
| Perceive lack of empathy from teachers and other students | Safe space with peers to discuss challanges |
| Often distracted when using digital devices | Print out reading requirements |
| Difficulty starting to study and transitions | Mindfulness-based interventions like Breath Focus, Physically active study breaks, Body Scan |
One critical challenge is keeping students engaged and willing to show up. Sessions can backfire if sessions feel punitive or reminds them of detention. Extrinsic motivation alone (ie rewards and punishments) is often not enough for sustained engagement (Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.)
A skilled teacher adapts in real time, using subtle motivators and relationship-building to foster engagement:
Our process is collaborative and iterative. Some of our experiments that have shown positive results are:
We’re exploring partnerships with educators, ADHD coaches, and tech developers to pilot this model at scale. If you’re interested in participating or testing a session format, we’d love to collaborate. We're interested in exploring any routines, tools, and strategies that can help us rebuild control over our time and attention. Contact info@reclaim-attention.com.
