Brain Injury - Difficulties With Concentration & Taking In Information

Establish regular routines for everyday activities. Help your child with structuring their day and week. Having less to think about frees up their attention to focus on learning new things.

Schedule tasks that need a lot of thinking, like schoolwork, for earlier in the day. Keep the afternoons more relaxed or less demanding. Follow a consistent bedtime routine that gives your child enough time to unwind.

Try to keep instructions brief or limit them to 1 or 2 at a time. For example, if you ask your child to brush their teeth in the morning, wait until they finish. Then remind them to grab their school bag.

Reduce your child's daily activities, particularly on school days. Remember, that it takes brain energy to:

• hang out with friends and whānau (family) - particularly in big groups
• take part in extracurricular activities such as team sports
• go to after-school care
• attend after school tutoring

But, spending all their time at home doing nothing also doesn't help. It is important to make sure your child is still doing things they enjoy (just a little bit less than before).

Slow down when giving your child instructions and make sure they have understood. Give them enough time to process information, instructions or questions and to respond. Allow plenty of time to complete everyday routines or new tasks. This includes things like getting ready for school and homework.

Repeat instructions if your child appears to have missed (or ignored) what you have said. Give them a list of things they need to do. Get them to tick tasks off when they have completed them, such as steps for getting ready for school in the morning. Give your child plenty of chance to practice when they are learning new things.

Break up tasks that take longer or require more concentration. Include plenty of 'attention breaks'. Attention breaks can involve:

• doing a relaxing activity
• doing something that doesn't need too much concentration
• a simple physical activity like a walk

Make sure your child doesn't use electronic devices during attention breaks. This includes computers, video games, iPads and mobile phones. Electronic devices tend to activate the brain and won't help your child's brain to rest. For this reason, it is best to avoid screentime as part of the bedtime routine.

Plan for busy periods such as busy social activities and school exams in advance. Allow a quiet period before and after, with plenty of time for attention breaks.

Teachers can help by having a familiar classroom routine. New activities or frequent changes need more attention and mental processing. Teachers can sometimes plan the timetable so that activities needing more focus happen earlier in the day. This is when your child has more brain energy.

Teachers can sometimes reduce noise and distractions in the classroom. They could place your child in the front of the class or with quieter, less distracting tamariki. This will help your child's brain energy last longer. Teachers should make sure they have your child's attention before giving any instructions.

Teachers should try to limit instructions or information given verbally to 1 or 2 new ideas at a time. They could also reduce the amount of information given on worksheets. Teachers can also help by:

• providing photocopied notes
• allowing your child to take a picture of written material when possible - instead of having to copy it down

Your child may find using a laptop or keyboard easier for written tasks.

Teachers can reduce the amount of work your child has to complete.

If your child is in primary school, this may mean focusing on key subjects and cutting back on homework.

If your child is at high school, teachers can help by removing a subject or subjects from their timetable. They can then use free periods for attention breaks, rest, revision or homework. They may also need reduced homework loads and/or extra time to complete assignments. This helps particularly if a few things are due at the same time.

Teachers can help by slowing down when giving instructions or information. They should also check your child's understanding. Give them enough time to process information, instructions or questions and to respond. Teachers should give your child enough time to finish schoolwork at their own pace. They should also limit timed tests.

Teachers can repeat information or instructions if your child seems to have missed them. They can provide chances for extra revision and practice to help your child take in and learn new things. Instructions could be put in writing or as picture cues (which can also go on the board in the classroom). Teachers can give prompts and encouragement. This can help your child stay on task if they are easily distracted.

Some tamariki have significant attention difficulties or reduced processing speed. They will often qualify for special assessment conditions in high school. This includes:

• separate accommodation
• extra time to allow for attention breaks
• reader and/or writer support