think on this.

One glance, and any teacher knows the score: That student, halfway down the row, staring blankly at his tapping pen, fidgeting, sneaking glances at the wall clock roughly every 30 seconds, is practically screaming, “I’m bored!” While boredom is a perennial student complaint, emerging research shows it is more than students’ not feeling entertained, but rather a “flavor of stress” that can interfere with their ability to learn and even their health. An international group of researchers argues this month in Perspectives on Psychological Science that the experience of boredom directly connects to a student’s inability to focus attention. “I think teachers should always try to be relevant and interesting, but beyond that, there are other places to look,” said John D. Eastwood, an associate professor of psychology at York University in Toronto, Canada, and the lead author of the study. “By definition, to be in the state of boredom is to say the world sucks out there in some way. But often that’s not the case; often it’s an interior problem, and [students] are looking in the wrong place to solve the problem.”