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Attention Difficulties

What Parents Most Often Come to Us With

“My child can only concentrate for a short time.”

“Everything distracts them.”

“They cannot stay with homework for long and start acting up.”

“At school, it seems as if they are not paying attention.”

Not every child who has difficulty concentrating has ADHD.

And not every child with attention difficulties is hyperactive.

Often, these are children who are capable of paying attention, but their nervous system cannot sustain it over time. They become overloaded more quickly, have more difficulty filtering sensory input, and eventually simply run out of capacity.

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How Attention Difficulties May Be Related to Persistent Primary Reflexes

Attention is not just about “willpower”. It is the result of cooperation between the nervous system, the body and sensory processing. In order to concentrate, a child needs:

  • a stable level of arousal – neither overloaded nor under-aroused

  • the ability to filter sensory input and keep attention on what is important

  • a body that can remain calm and stable without excessive tension

  • the ability to switch smoothly between tasks and return to the original task

In some children, persistent primary reflexes may play a role. If these reflexes remain active, they can keep the nervous system in a state of “alert”, increase sensitivity to sensory input and use up the capacity the child needs for schoolwork.

Typical Examples We See in Children With Attention Difficulties

  • The Moro reflex may keep the nervous system in a heightened state of alert – the child is easily distracted, becomes overloaded more quickly and finds it harder to return to calm.

  • The Spinal Galant reflex may make it difficult to sit still – the body reacts to touch on the back, so the child fidgets, changes position and “cannot sit still”.

  • STNR may affect stability when sitting and working at a desk – when the body lacks sufficient support, attention breaks down more quickly.

  • And when the brain is overloaded, its natural ability to “filter” sensory input also becomes less effective – attention then fluctuates even when the child is trying.

  • If the nervous system remains overloaded for a long time, attention “falls apart” not because of laziness, but because maintaining it requires too much energy.

How We Address This Area in NDS

We do not take the approach of “more control” or “more attention training”. First, we look for the reason why attention is unstable – what is overloading the child and which underlying foundations may be missing.

As part of our work, we focus on:

  • the presence of persistent primary reflexes and their impact on regulation and sitting

  • nervous system regulation – arousal ↔ calming, and tolerance of load

  • sensory processing and filtering of sensory input, especially the vestibular and proprioceptive systems

  • postural stability and body alignment – support, muscle tone and endurance

  • pace, rhythm and smooth switching between tasks

  • short home activities lasting just a few minutes a day, which we adjust according to the child’s responses

💡 Important to Know

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You do not book an appointment for “attention disorder therapy”. This area is addressed as part of Neuro-Developmental Stimulation (NDS), and the specific approach is determined only after the initial assessment.

This means we do not just try to manage the visible signs. We look for what is maintaining them – and where it makes sense to begin.

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Book an Initial NDS Assessment

Your initial assessment is with Marja. We will recommend a therapist for follow-up appointments based on the assessment results and your child’s needs.

We will look at key developmental functions, including persistent primary reflexes and sensory processing.

We will then create a plan together: what to support first and how to work on it at home for just a few minutes a day.

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  • The ability to concentrate is related to the maturity of the nervous system and the integration of primary reflexes.

    1. Wang, M. et al. (2023). ADHD is associated with (a)symmetric tonic neck primitive reflexes: A systematic review and meta-analysis. Frontiers in Psychiatry, 14, 1175974.

    2. Feldhacker, D. R. et al. (2021). Primitive reflex retention and attention among preschool children. J. of Occupational Therapy, Schools, & Early Intervention, 15(1).

    3. Konicarova, J. & Bob, P. (2012). Retained Primitive Reflexes and ADHD in Children. Activitas Nervosa Superior, 54(3–4), 135–138.

    4. Volemanová, M. (2025). Primární reflexy v pediatrické praxi: prevence problémů s učením začíná u miminka. VOX Pediatriae, 11/2025, no. 9, vol. 25.

    5. Volemanová, M. (2025). Přetrvávající primární reflexy, opomíjený faktor problémů učení a chování. 3rd expanded edition. Statenice, INVTS. ISBN 978-80-907369-2-4

    The complete list of scientific references can be found on the Scientific Evidence page.

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