What if some children are not ‘not paying attention’, but their visual system is working too hard? 

This is such an interesting direction in ADHD and dyslexia research. We often talk about ADHD as if attention exists only “in the mind”. But attention is also deeply embodied. It depends on how the brain selects, tracks, filters and coordinates sensory information — including visual information.

A new systematic review in Neuroscience & Biobehavioral Reviews looked at virtual reality therapy for visual dysfunction in children with ADHD and/or dyslexia.

What I find important here is not the simplistic message that “VR treats ADHD”. That would be far too strong. The more interesting point is this: Some children with ADHD or dyslexia may also experience visual and binocular difficulties that add an extra cognitive load to reading, learning and classroom functioning. If the visual system is working harder than it should, attention may become even more effortful.

Virtual reality may offer a more engaging, gamified way to train specific visual and attentional processes, which could matter especially for children who struggle with motivation, repetition or traditional therapy tasks. But the caution matters too. The evidence is still developing. Studies are heterogeneous, ADHD and dyslexia are often studied separately, and we need larger, well-designed longitudinal trials before making strong clinical claims.

For me, this paper is a reminder that neurodevelopmental support should not be reduced to one pathway. Medication can matter. Education can matter. Environment can matter. Sleep, stress and emotional regulation can matter. And sometimes, sensory and visual functioning may also be part of the picture. The brain does not learn in isolated boxes. Neither should our interventions.

Research reference

Systematic review published in Neuroscience & Biobehavioral Reviews (2026).

https://www.sciencedirect.com/science/article/pii/S0149763426001806