From Shakespeare to Short Reels: Changing Attention Spans in English Classrooms

Abstract

Few educators would dispute that school-aged children's attention spans are declining, as many anecdotal accounts from teachers and parents suggest children quickly shift from one entertainment source to another. This trend is evident in English-language arts classrooms with diverse works, yet many institutions focus heavily on a Shakespeare-only model that can dominate the curriculum for a year. Although educational, psychological, and cognitive science research has extensively examined attention spans, it often overlooks their specific impact on English language arts, especially literature and writing. Most analyses focus on cognitive load theory and engagement related to digital media, primarily in non-vocational settings. As a result, there is a lack of teaching resources and published studies addressing this demographic's needs in the context of classroom attention spans.