Micro-Interventions for Maximising Attention in Neurodivergent Students

Applied behavioural science for better cognitive engagement

Attention is not a switch, it’s a dynamic, fluctuating process shaped by biology, environment, task design, and emotional state. For neurodivergent students, particularly those with ADHD, autism, or sensory processing differences, sustaining cognitive engagement can feel like trying to tune into a radio station that keeps drifting in and out of signal. But with the right environmental cues and behavioural strategies, we can strengthen that signal. And we don’t need sweeping reforms, just intentional, well-timed micro-interventions rooted in behavioural science.

What Are Micro-Interventions?

Micro-interventions are low-effort, high-impact strategies that can be deployed in real-time to shape behaviour, attention, or emotional regulation. Unlike long-term interventions or systemic changes, they work in the moment, nudging cognition, managing arousal, and priming the brain for focus. Think of them as tiny behavioural design tweaks, some visible, some invisible, that scaffold attention just long enough to get students over the next cognitive hurdle.

Why Micro-Interventions Matter for Neurodivergent Learners

Neurodivergent students often experience:

• Inconsistent attention regulation, especially in low-stimulation or high-demand tasks

• Increased cognitive load, especially when managing sensory inputs, social ambiguity, or executive functioning challenges

• Atypical dopamine reward systems, making delayed gratification or "boring" tasks particularly hard to stick with

Micro-interventions honour these realities without pathologising them. They create nudges that align with how the brain actually works, reducing friction, improving task salience, and supporting autonomy.

Categories of Micro-Intervention

Attention Primers

These interventions aim to prepare the brain for engagement by boosting arousal, clarity, or salience.

• Preview slides with visual anchors or emoji-coded task parts

• “This matters because…” sentence frames to create meaning

• Background white noise (e.g., brown noise or low music) to reduce distractibility

• Quick movement breaks before sustained attention tasks

Cognitive Anchors

These help students stay oriented to the task.

• Fidget tools or textured items to occupy sensory-seeking hands

• Task chunking visible on the board or desk

• Timers with progress visuals (like Time Timer)

• Personal ‘Attention Cue Cards’ (e.g. "Help me focus by reminding me...")

Dopamine Triggers

Small signals that create positive reinforcement or novelty to keep dopamine flowing.

• Surprise novelty elements (e.g., a weird fact, a riddle on the board)

• Gamified tracking of progress or attention (e.g., XP points or pixel art)

• Use of student names in examples

• Micro-rewards like a sticker, “XP,” or fun role (e.g., tech lead, timekeeper)

Regulation Supports

To manage arousal, stress, or emotional overwhelm, especially for PDA, sensory, or trauma-affected students.

• Choice boards for how to complete a task

• Emotion-to-task matching (“If you’re feeling energised, start here. If you’re low, try this first…”)

• Exit and re-entry strategies - pre-agreed plans for when students need a reset

• Breath cues linked to class routines ("Breathe in while the timer counts down...")

Relational Nudges

Human connection is one of the most powerful motivators of all.

• Greeting students by name and with warmth

• Shared ‘beat the teacher’ games to build collaboration

• Noticing and naming effort, especially when attention has been tricky

• “I believe in you” moments - genuine, specific, and timely

Behavioural Science in Action: Why This Works

There are four core theories that help to explain why this approach works: Salience theory, Nudge theory, Cognitive Load theory and Polyvagal theory.

Salience Theory offers a foundational insight: we are more likely to pay attention to stimuli that are novel, personally meaningful, or emotionally engaging. The human brain is wired to seek relevance and novelty, which is why a sudden change in tone, a surprising fact, or a personalised reference can momentarily sharpen focus and draw learners back into the task. For students who struggle to sustain attention, even a small increase in salience, such as embedding their name in an example or linking content to a personal interest, can shift their cognitive engagement from passive to active.

Nudge Theory, developed in behavioural economics, shows us that the environment we design, the defaults, the cues, the structure, can powerfully shape human behaviour without requiring conscious decision-making. In a classroom context, this means that the placement of visual reminders, the tone of voice used during transitions, or the presence of a sensory-friendly corner all subtly influence how students act, respond, and focus. These cues don’t force behaviour; they guide it. And for students with attentional challenges, that guidance can make the difference between drift and direction.

Cognitive Load Theory reminds us that attention is a limited cognitive resource. When too much is demanded at once, especially through dense instructions, unclear expectations, or sensory overload, working memory becomes overwhelmed, and engagement collapses. For neurodivergent learners, this threshold may be even more sensitive. Micro-interventions help by breaking tasks down into more manageable components, offering clarity and predictability, and reducing extraneous cognitive demands, thereby preserving cognitive bandwidth for the actual learning.

Polyvagal Theory adds a vital layer of understanding. It teaches us that the nervous system is constantly scanning for safety, and that learning cannot occur effectively unless a student feels emotionally and physiologically secure. Micro-interventions that promote co-regulation, such as calm breathing cues or warm relational signals from trusted adults, help keep students in a state conducive to learning. When we embed these cues into routines, we send a consistent message of safety and belonging, prerequisites for attention and engagement.

Taken together, these theories highlight why micro-interventions matter. They are not quick fixes or gimmicks. They are informed, intentional design choices that respect the brain’s limits, support the nervous system, and build trust. They help us construct classrooms that work with the brain rather than against it, where attention is not demanded, but invited.

Final Thought

You don’t need to implement 20 micro-interventions per lesson. You just need a few well-placed ones that match your learners’ needs. Over time, these add up, not just to better attention, but to stronger self-regulation, greater motivation, and a sense of safety in learning. Because when we design for the brain, we invite every student to bring theirs to the table, fully.