Popular interventions to enhance sustained attention in children and adolescents: A critical systematic review

There are a myriad of interventions promoting activities designed to help enhance sustained attention in children  and adolescents. In this systematic review, we critically evaluate the evidence behind three popular sustained  attention training approaches – cognitive attention training, meditation, and physical activity. Seven databases  were searched in addition to secondary searches. Cognitive attention training, meditation training or physical  activity intervention studies aimed at improving sustained attention (randomised-controlled or non-randomised controlled designs) in samples of children and adolescents (3–18 years) were included. We screened 3437 unique  articles. Thirty-seven studies satisfied inclusion criteria. In general, cognitive attention training (n = 14) did not  reliably improve sustained attention. Physical activity (n = 15) and meditation interventions (n = 8) demonstrated somewhat more potential in enhancing sustained attention, but these effects should be considered preliminary and need to be replicated with greater methodological rigour. Cognitive attention training  demonstrated very limited transfer to other aspects of attention. Notably, mindfulness training had rather  consistent positive effects on selective attention. Across all three intervention types, there was very weak evidence for transfer to other aspects of cognition, behaviour, and academic achievement. The paper concludes with  methodological recommendations for future studies to strengthen the evidence base.