When ADHD Looks Like Daydreaming: How Cognitive Therapy Can Help
Not all forms of ADHD are easy to spot.
Some children are clearly impulsive, physically restless, or constantly moving from one thing to the next. But others—especially those with inattentive presentation ADHD—may not stand out in the same way. These students often go unnoticed because they are quiet, cooperative, and not disruptive in class.
But while everything may look calm on the outside, their minds are somewhere else entirely.
At Moroz Child Psychology Group, we recently worked with a student who experiences frequent and rapid mental drifting. He is bright and capable, but his attention shifts so quickly and subtly that even he struggles to recognize when it happens. Assignments are missed. Instructions are forgotten. And yet, no one would describe him as hyperactive.
What Is Inattentive ADHD?
The inattentive presentation of ADHD is characterized by:
- Trouble staying focused during routine tasks
- Seeming to “tune out” even in one-on-one conversations
- Difficulty sustaining mental effort over time
- Appearing forgetful, careless, or easily distracted—often without realizing it
Because these students aren’t disruptive, their struggles can fly under the radar for years.
Why Focus Coaching Matters
During the feedback meeting with his parents, we discussed the importance of helping their son build awareness of his attention patterns. For children with inattentive ADHD, the first step is often understanding that their attention is drifting before they can even begin to bring it back.
That’s where cognitive therapy and focus coaching come in.
In this case, we reframed the purpose of his psychologist appointments: rather than general therapy, we will be offering monthly focus coaching sessions—designed to teach:
- How to recognize the moment attention begins to drift
- How to find stimulation or curiosity while listening
- How to self-motivate and stay engaged during routine or "boring" work
We also coached his parents to empathize with his experience and to talk about how they themselves stay tuned in when they are bored—modeling real-world strategies and reinforcing that this is a shared human experience, not just a “kid problem.”
A Therapy Approach That Targets Boredom
One of the most meaningful parts of this work is teaching kids that they can learn to catch themselves drifting. Focus can be developed—especially when kids are given tools, insight, and emotional support rather than shame or blame.
We focus on helping children find internal strategies to stay mentally engaged—even when tasks feel unstimulating. Over time, this cognitive awareness helps them perform better, feel more confident, and develop lifelong tools for self-regulation.