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Article analysis:

The article “Popular interventions to enhance sustained attention in children and adolescents: A critical systematic review” is a well-researched and comprehensive review of the current literature on interventions aimed at improving sustained attention in children and adolescents. The authors have conducted a thorough search of seven databases as well as secondary searches to identify relevant studies, which were then screened for inclusion criteria. The authors have also provided an extensive overview of the neural networks involved in sustaining attention, as well as a detailed description of the two broad approaches for improving it (cognitive attention training and state training).

The article is generally reliable and trustworthy; however, there are some points that could be improved upon. For example, the authors do not provide any information on potential risks associated with the interventions discussed (e.g., physical activity or meditation). Additionally, while the authors acknowledge that cognitive attention training may lead to improvements on certain tasks related to sustained attention, they do not explore whether such improvements can transfer to other aspects of cognition or behaviour (e.g., academic achievement). Furthermore, while the authors note that physical activity may primarily target sustained attention via physiological arousal, they do not discuss how this might interact with cognitive control when exercise involves a requirement for continued focus on goal-directed stimuli. Finally, while the authors provide an overview of mindfulness meditation practice (i.e., selecting a point of focus and directing one’s attention to it over time), they do not discuss how this might interact with other aspects of self-regulation (e.g., arousal or motivation).

In conclusion, this article provides an informative overview of current research into interventions aimed at improving sustained attention in children and adolescents; however, there are some areas where further exploration would be beneficial (e.g., potential risks associated with interventions discussed; transferability of cognitive improvements; interaction between physical activity/meditation practice and other aspects of self-regulation).