Insofar as they don't or can't hide it, they'll be punished for it, and their ability to prioritize the trappings of attentiveness to trivialities over their own cognitive development will be rewarded as a moral good. Fingers crossed that they have teachers who don't try too hard
Turning a kid who could potentially focus for 4 hours into a kid who can *sort of* focus for four 1-hour increments amounts to creating an intellectual disability. I don't know if micromanaging a kid's brain the way many schools do actually causes that damage. It seems plausiblehttps://twitter.com/TheAnnaGat/status/1057307139243470849 …
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Parents also often play a role. For many children childhood mostly consists of adults blowing up projects they start. Ruining flow is just one way that happens. The amazing thing is that some people are still going even after years of this.
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So, there's flow state (which requires challenge), and then there's focus. I never had a problem getting into flow state in school, provided I was actually being tested. Time frame didn't matter; the competition and challenge did. Nor was a 5-hour test less flow-y than 1 hour.
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I'm not really sure classroom length made a difference to my non-flow focus, either. A 150-minute senior seminar threw me for a little while, but I adjusted pretty rapidly. I guess I would never have been in the class if I hadn't been able to focus for longer than that on papers.
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