The Post-COVID Attention Crisis: A Study on the Decline of Students’ Attentiveness Across Classroom and Home Environments

Abstract

The COVID-19 pandemic fundamentally transformed educational practices and social routines, producing long-term behavioural consequences for learners at every developmental stage. Among the most concerning outcomes is a measurable decline in students’ attentiveness, not only within formal classrooms but also in their domestic environments. This paper critically examines the post-COVID attention crisis by integrating empirical insights, theoretical frameworks of cognitive load, digital dependency, and socio-emotional recovery, and qualitative indicators from teachers, parents, and learners. Through a synthesis of interdisciplinary literature and emerging post-pandemic behavioural research, this study identifies key drivers of attentional deterioration: increased mobile device immersion, excessive social media exposure, disrupted learning habits during lockdown, weakened self-regulation mechanisms, and heightened emotional fatigue. The paper highlights substantial research gaps, proposes an integrated model explaining cross-context attentional decline, and offers implications for educators, parents, and policymakers. It concludes with recommendations for interventions that re-establish sustained attention, foster digital balance, and strengthen home–school collaboration in the post-pandemic era.