Precision streamlining of a school-based attention training program: a strategy for balancing feasibility and potency

Introduction 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. Methods 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. Results In Study 1, the shortened intervention produced significant improvements in emotional regulation, growth mindset about attention, self-efficacy, and classroom focus. Study 2 replicated these findings in a larger and more diverse sample. 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. Discussion 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.