What disturbs concentration?

Success in school and work depends directly on the ability to concentrate. This is where the impact of disruptive factors on individual performance becomes particularly clear. With an objective analysis of the situation, the causes of everything from temporary lapses in concentration to permanent learning and work blocks (diagnosis: "burnout") can usually be quickly identified and successfully addressed with targeted solution strategies. Several factors always play a role, some of which are interdependent. Therefore, it is all the more important to search for the true causes and recognize "subsequent reactions" that build additional pressure and inevitably lead to new blocks.

In principle, a distinction can be made between "external" and "internal" factors: external factors include problems within the family, with classmates and colleagues (e.g., bullying), time pressure, and high expectations from others. Internal factors such as a lack of self-discipline, listlessness, or fear of failure are often both triggers and subsequent reactions, as stress usually results in further loss of concentration, which in turn leads to anger and frustration for everyone involved, thus completing the cycle.

Recognize and deal with external factors

Children, in particular, suffer most from criticism because they are still heavily dependent on the judgment of others. Therefore, it's important to stimulate curiosity through positive reinforcement, rather than hoping for spontaneous insight: Only those who develop genuine interest in something can muster the necessary motivation to learn.

Accusations about not doing homework or doing it carelessly, and poor grades, usually have the opposite effect: complete disinterest in the subject matter. On the other hand, these children can demonstrate great concentration skills when it comes to computer games or comics, for example. Consequently, one could accuse the child of a lack of interest in their responsibilities, but this is not helpful. Rather, natural curiosity should be awakened so that obligations are perceived as a challenge rather than a constraint.

At the same time, a stress-free environment must be created in which children can freely develop their potential. This applies to both the school and home environments, which should promote uninterrupted, focused learning. This includes healthy food, restful sleep, and a comfortable work surface, as well as sufficient exercise to supply the brain with fresh oxygen. Ideally, periods of concentration and relaxation should alternate in a balanced manner throughout the day.

Conflicts with family members, classmates, and teachers, which negatively impact the child's emotional state, should also be avoided. Instead, the child should learn to recognize conflict situations early and control their inner impulses to avoid reaction patterns that exacerbate conflicts.

Similar factors can be seen in professional life: Conflicts and stressful situations at home and/or at work manifest themselves in a lack of organization and concentration, which in turn leads to frustration and fear of failure. Here, too, consciously controlling one's attention can break the negative cycle and restore inner balance. Even if it seems counterintuitive, by focusing attention first on the disruptive factors, one gains the clarity needed to focus on other things.

Targeting internal factors

The following behavioral patterns can often be observed in students who are characterized by concentration and performance weaknesses:

• Tendency to distraction by internal and external impulses, which often leads to sensory overload.
• Lack of enthusiasm and motivation, which are expressed in a general defensive attitude towards school-related topics, teachers, etc.
• Carelessness because the given tasks are not given the necessary importance.
• Mood swings and emotional imbalance as a result of lack of self-awareness.
• Low self-confidence, which leads to fear of embarrassment and failure. Blockages, for example, during presentations or tests, are inevitable.
• Tendency to blame others (teachers, parents, siblings, classmates) for one's own performance deficits, usually as a defense mechanism in response to a situation that is perceived as hopeless.

These "internal" disruptive factors can either be intuitive reactions to anger and frustration or result from a generally impaired sense of self-awareness, self-love, or self-control. Through a detailed behavioral analysis, the true causes of a lack of concentration and the resulting performance deficits can be identified and addressed with concrete solutions. For example, exercises that promote concentration and perception can be used specifically to strengthen confidence in one's own abilities and sustainably improve self-control.