Precision Streamlining of a School-Based Attention Training Program: A Strategy for Balancing Feasibility and Potency

Alissa J Mrazek^1*Amy Rae Texter¹Julia K Jennings¹Jessa Rose Podell¹Kennedy M Zapalac¹Andrew Maul²Bryce A Rutila¹Angelique N Trotter¹Elijah J Woodson¹Yaning Zhu¹Thomas F Kennedy¹Iasha J Williams³Jonathan Schooler²Michael D Mrazek^4,5*

• ¹The University of Texas at Austin, Austin, United States
• ²University of California Santa Barbara, Santa Barbara, United States
• ³Rice University, Houston, United States
• ⁴The University of Texas Health Science Center at Houston School of Public Health, Houston, United States
• ⁵Michael & Susan Dell Center for Healthy Living, Austin, United States

Balancing potency and feasibility is essential for implementing digital technologies in school settings, where time and attention are limited. We introduce precision streamlining—a novel intervention design strategy that reduces overall duration while preserving effectiveness through targeted personalization. Instead of delivering all content to all students, this approach uses personalization to reduce the total material delivered—focusing only on what is most impactful for each individual. We applied this strategy to an existing attention training program for adolescents, reducing its length by 45%. We then tested the streamlined version across 13 public high schools. In Study 1, the shortened intervention produced significant improvements in emotional regulation, growth mindset about attention, and self-efficacy. Study 2 replicated these findings in a larger sample and revealed an additional improvement in classroom focus. Study 3 entailed a direct comparison of students who either received the original, longer version or the shortened version (N=1715). While the original intervention produced stronger effects on self-efficacy and emotional regulation, the shortened version still yielded significant gains across all four outcomes. These findings support precision streamlining as a promising design strategy. They also demonstrate that a brief attention training program can offer meaningful benefits for student learning and well-being—while remaining feasible to implement in time-constrained school settings.