Education is one of the essential aspects of individual growth. A child's academic success is often related to their capacity towards concentration on responsibilities and work in the class without many diversions. Concentrating on such tasks facilitates a child to obtain the required educational information, finish the assignments, and attend the class with sustained attention. In many schools, teachers generally struggle to identify the child's requirements with attention disturbances and enhance their attention span and improve their academics (Korpershoek, Harms, de Boer, vanKuijk & Doolaard, 2014). As our country is making efforts to include children with attention disturbances as part of the Right to Education Act, 2009, we need to explore suitable methods to overcome the attention and academic problems. Due to the complex nature of the neuro-cognitive discrepancies, the children's roles and the challenges faced by the teachers implore us to promote executive function ability, which comprises WM and attention control skills, and help the children improve attention problems and academics (Bierman & Torres 2016). Children with attention disturbances might experience learning difficulties both in school and at home. It is seen that the teacher and student relationship affects the learning and achievement of the students (Pianta, Hamre & Stuhlman, 2003). The teaching and learning process would not be possible unless teachers tackle a child's attention disturbances. Children's attention disturbance is undoubtedly an important aspect to explore as it influences their learning and wellbeing in the school environment. The academic outcomes of children with attention disturbances are usually negative and affect their entire education and later lives (Breslau, 2009). Children who find it difficult to focus on classroom performance or avoid homework due to attention disturbances are liable to be less proficient learners when compared with other children who do not have attention disturbances (Schweitzer et al., 2000). The causes of poor academic achievement can be innumerable. They might arise from learning difficulties, insufficient attention in the classroom, fear of failure in examinations, pressure from parents to score higher marks, learners' lack of a clear plan, poor abilities, poor motivation and low self-confidence. Mental health,