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Instructional Strategies to Maintain Students' Attention: A National Teacher Survey on Classroom-Based Breaks.

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Title: Instructional Strategies to Maintain Students' Attention: A National Teacher Survey on Classroom-Based Breaks.
Authors: Godwin, Karrie E.1 (AUTHOR) kgodwin@umbc.edu, Moreno, Amanda2 (AUTHOR), Leroux, Audrey J.3 (AUTHOR), Kaur, Freya1 (AUTHOR)
Source: Early Childhood Education Journal. Apr2026, Vol. 54 Issue 4, p2333-2345. 13p.
Subject Terms: *Teaching methods, *School recess breaks, *Early childhood education, *COVID-19 pandemic, *Student engagement, Questionnaires
Abstract: Teachers report difficulties sustaining students' attention during instruction, a challenge exacerbated by the COVID-19 pandemic. Teachers are seeking instructional strategies that help regulate students' attention while simultaneously facing added pressure to facilitate recovery from pandemic-related learning loss. This study represents a unique effort to survey a large (n = 796), nationally representative sample of K-2 teachers. We investigate trends in students' attention regulation patterns, utilization of classroom-based breaks as an instructional strategy, and the perceived benefits/drawbacks of breaks. Four major findings emerged: (1) teachers frequently use breaks, although the extent differs depending on the subject area, (2) teachers are administering more breaks post-pandemic, (3) the most common breaks were physical activities, videos, and dancing, and (4) breaks were perceived as beneficial for both students and teachers; however, implementation obstacles were also identified. This work underscores the importance of designing instructional strategies that take teachers' perspectives and classroom constraints into account. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Teachers report difficulties sustaining students' attention during instruction, a challenge exacerbated by the COVID-19 pandemic. Teachers are seeking instructional strategies that help regulate students' attention while simultaneously facing added pressure to facilitate recovery from pandemic-related learning loss. This study represents a unique effort to survey a large (n = 796), nationally representative sample of K-2 teachers. We investigate trends in students' attention regulation patterns, utilization of classroom-based breaks as an instructional strategy, and the perceived benefits/drawbacks of breaks. Four major findings emerged: (1) teachers frequently use breaks, although the extent differs depending on the subject area, (2) teachers are administering more breaks post-pandemic, (3) the most common breaks were physical activities, videos, and dancing, and (4) breaks were perceived as beneficial for both students and teachers; however, implementation obstacles were also identified. This work underscores the importance of designing instructional strategies that take teachers' perspectives and classroom constraints into account. [ABSTRACT FROM AUTHOR]
ISSN:10823301
DOI:10.1007/s10643-025-01996-7