From the Head of Learning and Teaching – Learning without Distractions: Why Attention Matters

In today’s world, multitasking has become the norm. We listen to music while replying to messages, check emails during meetings, and switch constantly between apps, notifications and conversations. Research suggests that this pattern is especially common among young people, whose social, academic and recreational lives are often intertwined with digital technologies. In fact, studies have found that many students regularly combine homework with texting, social media, television, streaming services and other forms of media use.

While this may feel efficient, cognitive science tells a different story. Multitasking is rarely about doing two things at once. Instead, it involves rapidly switching attention between tasks, and each switch comes at a cost. Research consistently shows that when students divide their attention between learning and other activities, the quality of learning suffers.

Neuroscientist Stanislas Dehaene describes attention as the first pillar of learning. Before students can understand, remember or apply new knowledge, they must first attend to it.

Research observing students studying at home found that they remained focused on their work for less than six minutes on average before switching to another activity, often due to technology-related distractions such as social media, texting or television. Students who had more distracting technologies available in their study environment were less likely to remain on task.

The evidence around background television is particularly striking. Studies have found that having the television on during study periods is associated with reduced on-task behaviour and poorer concentration.

What about music? The research is more nuanced. Some students feel that music helps them relax or stay motivated. However, studies suggest that music can interfere with short-term memory and deep cognitive processing, particularly when students are reading, writing, memorising information or learning something new. While music may make study feel more enjoyable, it does not necessarily improve learning and can sometimes reduce it.

Perhaps most importantly, research shows that students are often poor judges of the impact of multitasking on their own learning. Many believe they are working effectively while simultaneously messaging friends, checking social media or consuming other media. Yet studies consistently find that multitasking during learning is associated with poorer attention, shallower processing and lower academic performance.

So what can parents do?

The goal is not to create a perfectly silent house, but rather to help students establish periods of focused attention. You might encourage your daughter to:

• Put her phone in another room while studying.
• Turn off the television during homework time.
• Close unnecessary browser tabs and applications.
• Study in blocks of focused time, followed by short breaks.
• Complete the most demanding learning tasks before turning to entertainment.

These strategies help reduce the ‘attention switching’ that makes learning less efficient. Research suggests that students often learn more in less time when distractions are removed.

In a world designed to compete for our attention, sustained focus is becoming an increasingly valuable skill. Helping young people protect their attention may be one of the most important things we can do to support both their learning and their wellbeing.

Year 8 Electives Evening webinar

On Wednesday this week, Year 8 students and their families joined us for the Year 8 Electives Evening webinar, an important step in choosing Stage 5 subjects for the next two years. It is always exciting to see students begin to exercise greater choice in their learning, exploring subjects that spark their curiosity, build their confidence and help them discover new interests. We encouraged students to choose subjects they genuinely enjoy, rather than trying to predict future pathways too early; at this stage, there are no prerequisites for HSC or IB study, apart from Continuers Language courses.

We were also delighted to launch a new elective, EnLightened: Latin and Philosophy, designed for students who love big ideas, enjoy debate and discussion, and are interested in the foundations of thought and culture. Families were reminded that our timetable is created from student preferences; we do not pre-select elective lines in advance. This means it is important for students to nominate a thoughtful range of options, including three preferences and two reserves. The preferences portal will open on Monday 10 August 2026 and close on Wednesday 12 August 2026, and we encourage families to read the Curriculum Guide carefully and identify at least five areas of interest.

A recording of the webinar can be found by viewing the Year 8 article in this issue of Audacia, by clicking here.

– Melissa McMahon
Head of Learning and Teaching