JurnalPost.com In elementary school classrooms, it is not uncommon to see children struggling to focus during lessons. While a teacher is explaining a topic, some students may choose to chat with friends, fidget with stationery, stare out the window, or easily become distracted by their surroundings.
Such behavior often leads to children being perceived as not taking their studies seriously, and they are frequently labeled as "lazy" or "unwilling to learn." In reality, difficulty focusing does not always mean a child lacks the desire to learn.
There may be other factors behind this behavior that affect their ability to maintain attention during lessons. Therefore, before judging their behavior, it is worth trying to understand what the child is actually experiencing.
A child's difficulty in focusing during lessons does not happen in a vacuum. Various factors can influence it, stemming from both the child's internal state and their surrounding environment.
Research by Aprina et al. (2025) indicates that low concentration and attention in students can be linked to cognitive abilities, a lack of literacy, low self-confidence, and low interest and motivation to learn. These conditions can be further exacerbated by monotonous teaching methods and a lack of family support.
Meanwhile, Ahfiani and Alani (2026) found that a lack of student concentration can also be influenced by low interest in learning, feelings of boredom, negative perceptions of the subject matter, and an unconducive classroom environment, such as the noise of talking peers or other activities that divert attention.
These findings suggest that when a child appears to have trouble focusing, we should not rush to conclude that they are lazy or lack the will to learn.
There may be needs, feelings, learning experiences, or environmental conditions that we do not yet understand. Understanding the causes behind a child's behavior is a crucial step in ensuring that the support provided truly meets their needs.
Understanding a child's difficulty in focusing also requires understanding how elementary school children learn. At this age, children have specific learning characteristics that must be considered so they can engage with and understand lessons effectively.
Research by Rudin (2026) shows that elementary students tend to have high curiosity, prefer learning that uses images or real objects, and are more enthusiastic when material is presented in an interesting, fun way that relates to their daily lives.
The research also indicates that students find it easier to understand material when teachers provide concrete examples and are more motivated when learning takes place in an engaging manner.
In line with this, Malatua et al. (2026) found that active learning through Q&A sessions, group discussions, the use of media, and activities that connect material to daily experiences can create a more interactive learning atmosphere and encourage student engagement.
This means that elementary students do not just need lessons that require them to sit still and listen. They also need opportunities to ask questions, discuss, see things in a concrete way, and connect what they are learning to their own lives.
When learning feels relevant and interesting, children will find it easier to engage in the learning process.
The need for active, concrete, and interesting learning certainly requires teachers to reconsider how lessons are conducted in the classroom. Teachers can use a variety of methods and media so that learning does not feel monotonous and the child's attention is maintained.
Research by Amananda et al. (2025) shows that varied learning media can help students understand material more concretely, increase engagement, reduce boredom, and create a more interesting and meaningful learning experience.
Meanwhile, Risfa et al. (2026) found that limited use of media can cause some students to be less focused and less active in learning.
Therefore, media such as videos, educational images, interactive presentations, animations, and educational games can be options to make learning more varied.
However, making learning interesting does not always mean using sophisticated technology. Images, real objects, practical activities, Q&A sessions, and even simple games can make the classroom atmosphere more lively.
The most important thing is how teachers choose methods and media that suit the child's needs so that they can be more focused, active, and enjoy the learning process.
Efforts to help children focus better on their studies certainly do not stop when the school bell rings. What happens at home can also influence a child's habits and readiness to learn.
Research by Maulidah et al. (2026) shows that parents can act as motivators, guides, supervisors, and educators. Providing assistance during study, helping to manage time, offering motivation, and creating a comfortable learning environment can help improve student focus, discipline, and learning resilience.
Research by Wulandari (2024) also shows that learning support from parents has a positive influence on a child's interest in learning.
When parents begin to provide regular support, manage study time, and organize a comfortable study space, students' interest in learning increases.
Therefore, parents do not have to be "second teachers" who always teach the material to the child. The presence of parents as companions who provide attention, help build routines, and create a comfortable home atmosphere for learning is also a form of meaningful support for the child.
Ultimately, a child who struggles to focus is not a child who should be immediately labeled as "lazy." Behind behaviors such as chatting, daydreaming, playing, or not paying attention to the lesson, there may be boredom, low interest in learning, an uncomfortable environment, a teaching style that is not yet suitable, or a need for attention and support.
Therefore, teachers and parents need to look beyond the visible behavior. Children need interesting learning, opportunities to be actively involved, and support that makes them feel safe and understood.
Before saying, "You are lazy," there may be a more important question to ask: "What is making it hard for you to focus?"
That simple question can be the first step toward understanding the child's needs and helping them find a more suitable way to learn.
Because when we understand the reasons behind a child's difficulties, we not only help them learn better, but we also give them space to grow with confidence and feel that learning can be a fun experience.
References
Ahfiani, P. Al, & Alani, N. (2026). Analysis of the causes of lack of student learning concentration in mathematics learning in elementary schools. Pendas: Scientific Journal of Elementary Education, 11(01), 690–698.
Amananda, N., Fatmaryanti, S. D., & Anjarini, T. (2025). Analysis of teacher skills in providing variations of science learning media in elementary schools. Borobudur Educational Review, 5(01), 70–79. https://doi.org/10.31603/bedr.13312
Aprina, N., Herliani, Darmiyati, & Ridhaningtyas, L. P. (2025). Analysis of factors causing student learning difficulties in grade IV Civics learning. Journal of Character and Elementary Education, 4(3), 62–73.
Malatua, M., Panjaitan, S. C., Sinaga, Y. P., Simbolon, U. G., & Hutapea, M. (2026). Implementation of active learning strategies to increase student participation at SD Negeri 124391 Pematangsiantar. Tambusai Education Journal, 10(2), 18823–18827. https://doi.org/10.31004/jptam.v10i2.41091
Maulidah, I., Setiyoko, D. T., & Mumpuni, A. (2026). The role of parents in building student learning concentration (case study of SDN Rengaspendawa 04). Pendas: Scientific Journal of Elementary Education, 11(02), 208–218.
Risfa, N., Nurhayati, N., Lestari, R. A., Nabila, P., & Asral, M. (2026). Analysis of learning media and methods for grades 2 and 3 at SDN 3 Lamokato prepared to fulfill assignments for the learning media course. Tambusai Education Journal, 10(2), 22693–22699. https://doi.org/10.31004/jptam.v10i2.41974
Rudin, R. B. (2026). Analysis of characteristics and learning needs of students regarding learning planning in elementary schools. Pendas: Scientific Journal of Elementary Education, 11(01), 57–70.
Wulandari, E. A. (2024). The influence of learning support by parents on children's interest in learning. Sosietas: Journal of Sociology Education, 14(1), 71–78.
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