Distraction

“Through concentration important qualities of character develop. When the concentration passes, the child is inwardly satisfied, he becomes aware of his companions in whom he shows a lively and sympathetic interest”.  ~ Maria Montessori

“Pay attention, I’m giving important instructions.”

“You can talk to Chris at lunch.”

“Why don’t you sit right here.”

“That’s not what that is used for.”

“Focus on your own work. Sheila doesn’t need help.”

Comments like these were spoken to me daily, as a young student.  They came from concerned teachers who wanted me to succeed, and who were discouraged with having to constantly redirect my attention.  They weren’t the only ones who were discouraged.  It was a mutual experience. 

I know what it’s like to be distracted in school, and I know what it’s like to be a teacher trying to help a distracted child.  I also know what it’s like to find success with a teacher who understood my challenge and helped me to experience success in school for the first time!  It’s one of the reasons I do the work that I do with Positive Discipline.

Distraction is an inevitable behavior in a Montessori environment.  It is a worrisome behavior because an easily distracted child is often disengaged, just like I was, and this can hinder their development and their path to normalization. 

Distraction can also be discouraging for a teacher who is trying to cultivate a peaceful classroom so she can give lessons and support individual children, because distracted children frequently draw others into their inattention – sometimes intentionally, sometimes unknowingly.    The number of children who are easily distracted varies from year to year.  But the good news is that the tools we have as Montessori educators and Positive Discipline practitioners, including observation, preparation of the environment, mutual respect, and individualized support, make it possible to support children to build the internal discipline necessary for deep concentration and meaningful work.

Distraction and Planes of Development

Distraction appears differently during each plane of development.

In the Children’s House, children who are easily distracted may struggle to sustain engagement in conversations, interact with materials constructively, or collaborate with peers for extended periods of time. They may find it challenging to sit through a lesson, transition between activities, or move purposefully from one work to another. Distraction can manifest in different ways—some children exhibit active distraction, characterized by frequent movement and conversation, while others display a more passive form, sitting quietly and appearing occupied but without meaningful engagement with the materials.

Elementary-aged children who exhibit inattention or distractibility often struggle with initiating work, maintaining focus, and following work through to completion. They may find it challenging to follow directions for follow-up work and can become discouraged by challenging academic tasks. While they may complete simple, rote activities, they often avoid or lose interest in work that requires multiple steps or sustained effort. Social distractions are common, and friends may express frustration when a distracted child disrupts their concentration.

Adolescents with attention challenges often struggle to complete assignments accurately and on time. Managing long-term projects can be particularly difficult, as they may have trouble organizing materials, prioritizing tasks, and taking effective notes. Keeping track of their belongings and maintaining focus amidst social interactions can also be ongoing challenges. Much like their elementary-aged counterparts, they are frequently drawn to social distractions, which can further impact their ability to engage with academic work. 

Results of Distraction

The ability to filter out environmental distractions and maintain sustained focus is a critical element in having a successful experience in a Montessori classroom.  When a child is easily distracted, they not only miss out on experiencing engaged, purposeful learning, they find themselves being the subject of frequent correction by adults and classmates. This challenge is felt by both the child and the community around them. A frequently corrected child becomes discouraged quickly, and this discouragement manifest as misbehavior, stemming from a sense of not belonging or feeling out of sync with their peers. Their misbehavior then causing further distraction.

Misbehavior or Innocent Behavior

Not all concerning behaviors are misbehaviors. This is especially true when it comes to distraction. In Positive Discipline in the Montessori Classroom, we make a clear distinction between misbehavior and what we might consider innocent behaviors. Before we explore effective approaches to addressing distraction, let’s take a look at these underlying contributors.

 Misbehavior is socially motivated. Every child wants to feel a sense of belonging and significance. However, not all children know how to achieve this in a positive, constructive way. In their attempts to connect, they may make “mis-takes”—missteps that lead to negative reactions from others. These behaviors fail to meet the child’s fundamental social goal.

A child trying to find their place in a group may become distracted or disengaged as they seek to fulfill this primary need. This is especially true during the second plane and third planes of development when students are in a sensitive period for finding one’s place in the community (elementary) or the world (adolescence).

Distraction as misbehavior occurs when a child feels unsuccessful in their bid to experience belonging and significance within the classroom. According to Rudolph Dreikurs, this sense of discouragement is the root cause of misbehavior. Children may respond by seeking attention, engaging in power struggles, hurting others, or giving up (see Mistaken Goals below). These reactions make it difficult for them to engage in lessons, complete independent work, or collaborate with classmates. In such cases, they may not only distract themselves but also become a source of distraction for others.

Innocent behavior is not socially motivated. While an innocent behavior may not foster connection, because it doesn’t align with social norms, it differs from misbehavior in that it isn’t driven by a need for belonging or significance. The child has little control over innocent behaviors.  However, they can still impact a child’s social and academic success, leading to feelings of discouragement.

Distraction as innocent behavior can stem from develomental or learning disabilities, developmental delays, trauma, physical factors (such as nutrition or sleep), environmental influences, tardiness, or a lack of skills or understanding. Diagnoses like ADHD, dyslexia, sensory processing disorders, executive functioning disorders, and autism can all result in distractibility. Children with these innocent behaviors require professional screening and formal support and accommodations to help them focus and engage.

Innocent Behavior or Misbehavior?

While innocent behaviors are not socially motivated, they often lead to misbehavior. If a child’s behavior results in negative social responses from peers or teachers, they will feel discouraged. And the root of misbehavior is discouragement.

Innocent Behavior -> Disconnection -> Discouragement->  Misbehavior.

I experienced this cycle, myself.  I struggled with attending to lessons, completing work, remembering assignments, and finding a pencil.  For me, teacher corrections were frequent, and I felt unsuccessful.  I was discouraged, and I became a behavioral challenge for my teachers.  You may have observed students in a similar cycle.

Supporting Distracted Children

The first thing to recognize when discussing how to best support children who experience inattention and distraction is to acknowledge that it takes focus and time.  The second thing to recognize is that it will take focus and time if we don’t effectively support them.  So, the real question is, how do we use our time and energy so that these students find success, and we do too?  The good news is that there are some time-tested approaches that can truly make a difference. Not just for students with challenges, but for the whole community.

You will notice in the suggestions below that there is particular focus on preparing the environment and fostering engagement.  While this is our starting point as Montessorians, it is particularly important that these two elements of the Montessori pedagogy come first. 

When considering the environment, small details matter; a single distraction may seem minor on its own, but when combined with others, it can create significant challenges for children sensitive to distractions. As for engagement, a child struggling to maintain sustained concentration will find it particularly challenging to focus if they have low interest in a topic or activity.  Therefore, observing to discover and harness their interests, proclivities and strengths will go a long way to supporting their progress.

Let’s explore some strategies for supporting progress for children who face challenges with inattention and distraction.

Environment and the Teacher

• Reduce Visual Distractions – A wise trainer of mine once said, “The Montessori environment should be simple, sparsely decorated, yet beautiful.” Simple, uncluttered surfaces promote better concentration. Research consistently shows that highly decorated walls increase distractions for children (Fisher, 2014). Consider your classroom shelves as displays rather than storage. These displays should attract children to engage with visually appealing objects that are easily visible across the room. Warm lighting also helps maintain focus. Try using floor and table lamps instead of bright overhead lights to reduce visual distractions.
• Reduce Audio Distractions – Children are more sensitive to ambient sounds and cannot filter out irrelevant noises as easily as adults (Klatte, 2013). Where possible, minimize sound in the classroom. Floor coverings, such as rugs or carpeting, not only provide comfortable workspaces but also help dampen noise. A simple, beautiful quilt on the wall can also reduce ambient noise significantly. Create quiet spaces for individual or small group work, and consider providing noise-canceling headphones for children to self-select when needed.
• Aesthetics Matter – Studies suggest that soft shades of blue and green can enhance concentration (Alkozei, 2016; Lee, 2015). Painting walls in these colors to support focus and attention.
• Engagement – Our primary responsibility is to observe and respond to each child’s development, offering work that aligns with their interests and abilities. This can be challenging but essential, especially for easily distracted children. Keep lessons short and engaging, and tailor activities to their interests. Let distracted children serve as a barometer for measuring engagement in lessons and work.  If you are able to capture the sustained attention of an easily distracted child, you will undoubtably be serving more than that one child. 
• Start Authentically – Don’t give up on authentic Montessori materials when you find a child not engaged. Our materials are designed to meet the natural development of the child.  The presentations in your albums are a starting point, and not an ending point. Observe, adjust and adapt based on your observations and the needs of the child.
• Manage Classroom with Presence, Warmth, and Silence (PWS) – Managing the classroom with PWS means “filling the room with our presence.” Sit in a spot where you can see all the children and be fully present, actively observing. If a disruption occurs, simply look at the child involved and offer a knowing smile, without reacting or moving. Staying present, warm, and silent helps children feel secure, which in turn fosters an environment conducive to concentration. This approach can be transformative.
• Let Routines Be the Boss – Establish a structured, predictable routine. Unpredictable events can disrupt and create anxiety for many children. Consistent routines not only build independence but also promote self-regulation. This leads to a regulated classroom, which gives children a sense of security, allowing them to anticipate what comes next and regulate their responses with confidence.
• Limit Transitions – Transitions can significantly disrupt focus and engagement. How many transitions do children experience each day? Take inventory – you might be surprised. Look for opportunities to reduce the number of transitions, particularly whole-group lessons and meetings. These events involve multiple transitions, which can disrupt the flow of the morning work cycle, the time when children are best able to develop concentration. Remember, concentration is a skill that requires time and space to develop.
• Involve Students – Involve children in creating routines, expectations, and procedures that support concentration and engagement. Solving problems together not only fosters cooperation but also offers valuable insights into the child’s perspective. Class Meetings are a great way to observe and understand the world through the eyes of the child.

Grace and Courtesy Skills

• Self-Regulation – Deep breathing exercises, mindfulness activities can help children who are easily distracted focus and concentrate better.
• Asking for Help – When is it helpful to ask for assistance from a teacher? How can children ask effectively? Practice identifying what help is needed and how to request it.
• Taking a Break – Effective breaks boost productivity by supporting focus, concentration, and engagement. Breaks that work well include physical movement, creative activities, healthy snacks, time in nature, or socializing. Teach children how to recognize when they need a break, what to do during it, and how to conclude it properly.
• Breaking Down Tasks into Smaller Pieces – Children who struggle to maintain focus may initially need their teacher to break tasks into smaller steps. As they develop, it’s important to teach them how to break tasks down independently (see “Small Step-Check In” under Responses).
• How to Help A Distracted Friend – Teach children how to help. Ask,
  “What can you do when you notice a friend is distracted? How can you help them effectively? What isn’t helpful?” Brainstorm solutions during a Class Meeting.
• What to Do When You’re Distracted – Collaborate with students to create a list of strategies for when they feel distracted. Include your own suggestions as well! Everyone can benefit from these discussions.

Responses

• Small Step – Check In – Help the child break a task into smaller, manageable steps. After each step, have them check in with you. Offer verbal encouragement (not praise) and express confidence in their abilities. Breaking tasks into smaller pieces allows the child to experience frequent success, which releases dopamine—a natural reward that supports attention, memory, and motivation.
• Class Meeting – Encourage a distracted child to ask for problem-solving help from the group.  Class Meetings help children feel validated and receive support from their peers.
• Focus on Strengths – Observe the child closely to identify their strengths. Children find it easier to stay engaged when they use their strengths, especially if they are helping others. Provide frequent opportunities for the child to apply their strengths in their work.
• Focus on Interests – While it may seem obvious, children who are easily distracted often struggle with non-preferred tasks. Use their interests to engage them in tasks they might otherwise avoid.  Don’t use high-interest work as a reward.  Instead use it to initiate engagement.  High interest, creative work engages the pre-frontal cortex and promotes motivation and sustained concentration.
• Agreements – For elementary and adolescent students, work together to create personalized work plans and routines. Discuss challenges, interests, strengths, potential distractions, and work partners. Regularly review and adjust the plan, fostering a mindset of learning through trial and error—just like with Montessori materials. Strong child-teacher relationships have long-term positive effects on a child’s social and academic growth (Rimm-Kaufman, 2010).
• Weekly Conferencing – For elementary and adolescent students, set weekly goals together, allowing them to take an active role in their progress. have short, 10-minute weekly, one-on-one conferences to discuss their progress and challenges.  Identify what is working and what isn’t.  Monitor progress and adjust the plan together, as needed.
• PWS (Presence, Warmth, and Silence) – Avoid nagging, reminding and coaxing.  Prompt and follow-through with agreements and limits using PWS.  Be firm and kind!
• Alternate Workspaces – Work with students to identify a workspace outside of the classroom that they can use when they are particularly distracted.  Do not send the child to this space.  Instead, offer it as one choice among many that they can use to help overcome distractions.  See Wheel of Choice.
• Pre-Selected Work Partners – Work with the student to identify classmates with whom they work most productively. 
• Tardiness Plan – When a child arrives late and misses the start of the day, they often feel left out, especially when work partners are chosen.  If a child is consistently late, don’t wait for their parents to bring them on time —work with the child to identify and ask for work partners the day before, so a friend is available to work with child when they arrive.
• Wheel of Choice – Create a personalized Wheel of Choice with the child, using ideas brainstormed during Class Meetings (see Grace and Courtesy above), or one-on-one conversation.  Include options tailored to the individual child’s needs.
• Executive Functioning Support – Offer support in areas like organization, time management, task initiation, self-monitoring, and self-regulation (see the Dysregulation article on the PDMC website).
• Observe to Encourage – Take detailed notes and focus on the child’s progress in their level of engagement, concentration, and work/task completion.  Share your observations with the child, and offer direct, meaningful and specific verbal encouragement on their progress.
• Do Nothing and Observe – Children want to do well. Avoid over-correcting.  Give children who struggle with distractibility space to self-correct. They often receive constant adult directives, and sometimes, just knowing an adult is observing is enough to support self-correction. This approach preserves the child’s dignity and can be surprisingly effective. 
• Work With, Work Near, Work Independently – Start by working directly with a child who struggles with focus. As they become more confident with the material, gradually shift to working near them, then eventually let them work independently. Show faith in their ability with affirmations like, “You’ve got this. Let me know when you’re finished.”

Mistaken Goals

“A misbehaving child is a discouraged child.” (Dreikurs, 1964).

When children feel supported and encouraged in the classroom environment, and they know they belong (are loved) and feel significant (through responsibility and contribution), they thrive.  With guidance, they develop kindness and respect for others and themselves and discover how capable they are. 

When children feel discouraged, they misbehave, because they have a mistaken belief about how to belong and feel significant.  As Rudolph Dreikurs observed children, he identified four mistaken goals that children adopt when they feel discouraged. 

Below, you will find practical ideas for helping to support positive change for the behavior of distraction for each mistaken goal:

Undo Attention (Notice Me. Involve Me Usefully) – Children whose mistaken goal is Undo Attention will often become distracted as they seek attention or special treatment. They are likely to be distracting themselves. Set up special time to fill their “bucket” before they try to fill it themselves. Use the Small-Step/Check-in approach. Redirect them to help you or others, using their strengths. Involve them in group work with children they work well with. Have them give a lesson on a material they have mastered. Use verbal encouragement to celebrate progress.

Misguided Power (Let Me Help. Give Me Choices) – Children whose mistaken goal is Misguided Power often seek to prove they have control and cannot be easily managed. Consider working with them to establish a few reasonable limits together, while supporting their sense of agency by including them in work planning, problem-solving, and decision-making. Use PWS (Presence, Warmth, and Silence). Redirect their need for power by identifying ways for them to contribute constructively. Step out of power struggles.  Sometimes, observe and do nothing, allowing them to self-correct.

Revenge (I’m Hurting. Validate My Feelings) – A child whose mistaken goal is Revenge may be highly sensitive and easily hurt. They may become distracted as they try to hurt others the way they feel hurt.  Act, don’t talk.  Be sure to listen reflectively. Ask open-ended questions and avoid making assumptions. Validate their feelings.  Seek to understand their priorities.  Ask open-ended questions about their interests. Encourage activities that allow for self-expression.  Focus on their strengths.  Create work that fosters their interests.

Assumed Inadequacy (Don’t Give Up on Me. Show Me a Small Step) – Children with the mistaken goal of Assumed Inadequacy often become distracted because they are overwhelmed and have given up. Be sure to nurture their strengths and set them up for success. Start by working with them, then work near them, and gradually let them work independently. Offer specific encouragement when you notice progress with focus. Use the Small-Step/Check-in approach. Maintain reasonable expectations (personal best) and measure progress together.

Robbie’s Story

Robbie was a 4-year-old student in Kyle’s Children’s House classroom. During lessons, Robbie was quiet and respectful, always raising his hand when he had something to say—and he always had something to say! When Robbie wasn’t speaking during a lesson, his attention quickly faded. When he did speak, it seemed like he wasn’t following the lesson, as his comments were often off-topic.

When Robbie worked independently, Kyle noticed that he frequently looked away from his work and watched other children. Soon, Robbie would get up and go talk to the child he was observing. His friends enjoyed Robbie’s company and didn’t complain, but his frequent visits disrupted their concentration. Robbie was easily distracted both during work and conversations.

Kyle suspected that Robbie’s distraction was an innocent behavior. At least it started innocently. Robbie loved working with the math materials.  After giving Robbie a lesson with the Golden Beads, Kyle realized that Robbie had only focused on the first part of the lesson. When Robbie took out the Golden Beads the next day, Kyle observed that he couldn’t complete all the steps. As soon as Robbie encountered difficulty with laying out the beads, he gave up and went to a friend to see what they were doing. Kyle identified Robbie’s mistaken goal as Assumed Inadequacy. The belief behind Assumed Inadequacy is, “I can’t do it right; it’s no use trying.”

The next day, Kyle took a different approach. He asked Robbie if he’d like to work on the Golden Beads together. Robbie agreed excitedly. This time, Kyle only used the units and tens when they laid out the beads. They worked through each step together. Robbie was able to focus on the work, and as they progressed, Kyle complimented him on his hard work and attention. Robbie beamed with pride.

The next day, Kyle added the hundreds to the lesson, and they worked through it together again. Once more, Kyle provided encouragement throughout. On the third day, Kyle added the thousands to the lesson, and they worked together, with lots of encouragement from Kyle.

When Kyle felt confident that Robbie could complete the entire task successfully, he shared his opinion with Robbie. “Robbie, I think you can do this on your own. I’m going to be working with Anna right next to you. If you have a question, just tap me on the shoulder.” Robbie completed the work independently.

A few days later, Robbie took out the Golden Beads on his own and began to work independently. Kyle caught his eye from across the room and gave him a smile. Robbie returned the smile and continued with his work.

Understanding that Robbie’s mistaken goal was Assumed Inadequacy, Kyle used the tools Small-Step/Check-In and Work With, Work Near, Work Independently to support Robbie with his challenge of distractibility. 

References

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9. Dreikurs, R., Stoltz, V. (1964). Children the challenge. Hawthorne Books, p. 36.
10. Nelsen, J., DeLorenzo, C. (2021). Positive discipline in the montessori classroom. Parent-Child Press.