Attention and Anxiety In Gen Z: Are They Connected?

Written by: Sam Tyhonas

Edited by: Morgann MacDonald

Introduction

           As a member of Gen Z, I have noticed—both in myself and in others—a rise in anxiety and depression, along with a simultaneous decrease in attention. It isn’t just anecdotal; research backs it up. This phenomenon has been studied and has quantifiable data that helps to explain just how prevalent it is becoming, “Gen Z individuals are facing a mental health crisis as they experience high rates of depression and anxiety...for example, one of the included studies reported that the prevalences of anxiety and depression among college freshmen were 40.3% and 45.3%, respectively...”. (Park et al., 2024). In other words, nearly half of current college students are suffering from anxiety and depression. Moreover, researchers in 2022 discovered that 1 million more children were diagnosed with ADHD compared to children in 2016 (Godoy, 2024). Still, there has yet to be a study comparing the increase in mental health struggles to a decrease in attention.

          It would be easy to assume that these two statistics are related, but the human mind is wired to detect patterns and connections that agree with our current bias. However, it is important to remember one of the most popular phrases within psychological sciences: ‘correlation does not imply causation.’ When analyzing research studies, how do we know if there is a connection or not? How do we know that the sources we find are credible? In this article, I will explore the relationship between anxiety and attention, looking at whether the evidence supports a link between the two.

What is Attention?

Attention is crucial for learning and memory, but it is more than just the ability to concentrate for a specific amount of time. When trying to define attention from a scientific perspective, a simple way to define it would be an issue with information processing. However, Kenemans defines it more specifically as, “...the set of mechanisms that control the way we perceive stimuli, select between response alternatives, store information in or retrieve it from memory, and distribute priorities among simultaneous tasks…”  (Kenemans, 2000). In order to truly remember something, it has to be properly stored and consistently retrieved to keep the memory intact. In 1968, Richard Atkinson and Richard Shriffin created the multi-store model (as shown below), which visually expresses how memory travels through our minds.

It starts with the sensory information, which can be anything that the subject is going to put into memory storage, such as a birthday, a scene from a movie, or where the remote was left last night. For the brain to register this information, it must be given attention; otherwise, it won’t be acknowledged. Once registered, it is then placed in short-term memory (STM), also called working memory. This information must be rehearsed in order to remain in STM or move to long term memory (LTM). This model shows that attention is essential—if we don’t actively focus on something, we can’t store or recall it later. 

Naturally, it is impossible to constantly pay attention to everything within your surroundings and store it. However, some neurological disorders make it even harder and may prevent people from submitting important information into STM. A study by Rapport claims that “ADHD was associated with very large impairments in working memory” (Rapport et al., 2008). Kofler further supports this claim, stating, “Overall, the current findings indicate large magnitude working memory deficits in pediatric ADHD… with population nonoverlap estimates suggesting that working memory deficits are present in approximately 75%−81% of these children” (Kofler et al., 2020). While those with ADHD endure this struggle on a daily basis, understanding attention at a molecular level may help to gain a better understanding of why these individuals lack attention.

ADHD, or Attention-Deficit Hyperactivity Disorder, is one of the most well-known neurodivergent disorders that is proven to impact up to 12% of people worldwide (Biederman, J., et al). However, this percentage may be inaccurate as most ADHD studies tend to focus on  minors, even though ADHD is a life-long disorder. Some of the symptoms of ADHD include impulsivity, hyperactivity (physically or mentally), forgetfulness, and difficulty concentrating. While nearly everyone experiences these symptoms at some point, ADHD is only classified as a disorder when these symptoms interfere with daily life. This rule applies to being diagnosed with any disorder, which is why some people can experience being anxious without having an anxiety disorder. The author of The Anxious Generation, Jonathan Haidt, also supports this claim,  “it is healthy to be anxious and on alert when one is in a situation where there really could be dangers lurking. But when our alarm bell is on a hair trigger so that it is frequently activated by ordinary events—including many that pose no real threat—it keeps us in a perpetual state of distress. This is when ordinary, healthy, temporary anxiety turns into an anxiety disorder" (Haidt, 2024). Although Haidt is discussing anxiety in his novel, a similar mindset must be used when diagnosing any disorder; patients are often only of diagnosable criteria if their symptoms are causing a significant amount of distress to this person’s life, especially if their own symptoms begin to impact other people. It is also worth noting that ADHD-like symptoms can appear in those who do not have the disorder. For example, a teenager who is used to constant technology and social media use will become accustomed to frequent dopamine releases (which we will discuss more shortly), so they may chase after that dopamine release similarly to someone who has ADHD. Other neurodivergent disorders, such as Autism Spectrum Disorder (ASD), also share overlapping symptoms. The true difference lies in genetics and how the brain functions in comparison to neurotypical individuals.

Genetics play a significant role in ADHD. One key gene linked to ADHD is the dopamine transporter gene (DAT1), which regulates dopamine reuptake. According to researchers, “the dopamine transporter gene (DAT1) was originally considered the most likely ADHD candidate gene because it is responsible for the reuptake of dopamine in the presynaptic cleft, inhibited by stimulants and also because the DAT1 knockout mouse exhibits hyperactivity and deficits in inhibitory behaviour” (Thapar et al., 2012). Although this is not the only gene to impact ADHD, it is still extremely important to mention how dopamine is involved with this disorder. Dopamine’s role in ADHD extends beyond this single gene. To provide an example of another gene known to impact ADHD, another article from the NIH states, “People with ADHD have at least one defective gene, the DRD2 gene that makes it difficult for neurons to respond to dopamine, the neurotransmitter that is involved in feelings of pleasure and the regulation of attention” (Blum et al., 2008). Blum’s article also notes that there are at least 42 gene variants that are associated with ADHD (Blum et al., 2008), so even just those two genes don’t begin to scratch the surface of how complex neurodivergent disorders can be. 

Dopamine is a critical neurotransmitter for learning and motivation. When someone is lacking in this molecule, they instinctively seek activities that provide a dopamine release. This can manifest as impulsive behaviors like excessive spending, overeating, or thrill-seeking. Although acting impulsively may be more common in ADHD patients, not all dopamine-chasing behaviors are harmful—some may channel this drive into goal-setting or hobbies. That said, even productive activities can become problematic if they interfere with self-care or essential responsibilities. Even if they do get a hit of dopamine by completing a task, it is very short-lived compared to a neurotypical brain. As a result, they continue seeking out tasks or behaviors that will provide another dopamine release, often leading to task-switching and difficulty maintaining focus. Since those with ADHD find it difficult to find a dopamine balance, many find themselves dealing with symptoms of depression. This may include lack of motivation, inability to concentrate, loss of joy in activities once found pleasurable, difficulty sleeping, increased anxiety, and more.

What is Anxiety?

  Although the rates of anxiety and depression among today’s youth have risen sharply during the last few decades, it is essential to establish a clear definition of what it truly means to suffer from these types of disorders, and their impact. Only then can we draw scientific conclusions about their effects on the brain’s physiology. Szuhany and Simon (2022) defined, “Anxiety disorders are characterized by symptoms that include worry, social and performance fears, unexpected and/or triggered panic attacks, anticipatory anxiety, and avoidance behaviors” . While this definition provides a solid psychological perspective, a deeper understanding of how this connects to modern teenagers and young adults can only be established from a more neurological standpoint. A study by Blanchard et al. (2024) suggests that anxiety is more related to our primal survival instincts, specifically the expectation and preparation for a predatory attack. This primal anxiety is worsened by uncertainty, heightened vigilance, and avoidance. From both a psychological and neurobiological perspective, their definition of anxiety overlaps with behavioral avoidance. Despite the credibility of these articles, Persuinin et al. (2015) introduce another interpretation, defining anxiety as pre-encounter defense.  But what does that mean in practice, and what is considered behavioral avoidance? Blanchard et al (2024) argues that one of the requirements for anxiety is the presence of a threatening stimulus. However, in the case of disordered anxiety, the threatening stimulus may be completely fabricated or falsely anticipated. This false anticipation is likely what Persuini was describing, where pre-encounter defense refers to the body's preparatory response to a perceived, yet often nonexistent, threat. Behavioral avoidance then emerges after the subject exhibits false anticipation, usually by self-isolating to avoid harmful stimuli. 

          Does this growing prevalence of anxiety relate to the rapidly decreasing rates of attention within Generation Z? The only way to answer this question is to say that, in reference to the beginning of this article, correlation does not imply causation. As a scientist, I would love to say that there is a clear and concise answer to this question, and that there are ways to solve it, but scientific inquiry is rarely that simple. If this question is to be solved properly, a lot of empirical research must be performed; however, that does not mean that attention and anxiety cannot impact each other generally. For instance, there is a biopsychosocial model that scientists usually use to explain how interconnected all of the systems within our body are.

         So, in this sense, attention and anxiety are connected, but their relationship is likely influenced by a variety of factors, rather than solely excessive social media use. While research has shown that social media use can contribute to increased rates of anxiety, this does not necessarily mean that the social aspect of this anxiety is directly causing a decline in attention span. There are likely multiple other explanations, but that is what makes science so exciting! There are so many possibilities, and it is okay to be wrong or to reach an inconclusive result after performing an experiment as each finding opens up so many more opportunities for discovery. I encourage continuing these discoveries to expand our current body of knowledge, which will hopefully foster a community of well-educated and generous individuals as well.

What Does All This Mean?

            After comparing and analyzing many different sources while writing this article, it is clear that many people, including scientists, have yet to establish a clear connection between anxiety and attention. Now that you have a better understanding of both, what can you do with your newfound knowledge? Simply put: keep researching and expanding your knowledge. Thousands of free research articles are available to the public. Getting your information from accredited sources is better than accepting the (usually incorrect) information than the AI Overview function on Google will provide. How do we know that the sources used are trustworthy?

1. Look for a methods-section. One of the fundamental rules of scientific research is to make sure you’re reading from sources that have conducted empirical research. This is research that is based on observed results, such as an experiment, rather than simple untested logic. A reader can often tell there is empirical research when the study includes a ‘methods' section, which is the part of the paper that discusses the specific tools and techniques used to carry out the experiment. Yes, sometimes you might make a connection in your head that makes sense logistically, but testing and observing that connection will help confirm these theories to be true or not. 

2. Proof-read the article. This may sound abnormally simple, but checking for excessive spelling or grammar mistakes will give you a very easy way to determine if this study is worth your time. 

3. Check for peer review. This one depends on where you plan to find your articles, but try to make sure the article or study you are reading is peer-reviewed. Many databases will flag peer-reviewed articles with a certain symbol and they will often include an option to only view peer-reviewed articles.

4. Review the references page. These are often at the end of an article, which includes an organized list of sources the author(s) used to support their findings.

5. Finally, trust your instincts! Proper research takes a lot of time and dedication, so if you are reading an article and something about it seems untrustworthy, there is no harm in reading something else or doing a little more digging to determine if you should continue.

Remember, while it is important to create your own original thoughts, it is equally as important to base these thoughts off of verified information. By following these five rules, determining valuable research from misinformation will become second-nature.

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References

Blanchard, D. C., & Canteras, N. S. (2024). Uncertainty and anxiety: Evolution and neurobiology. Neuroscience and biobehavioral reviews, 162, 105732.

Blum, K., Chen, A. L., Braverman, E. R., Comings, D. E., Chen, T. J., Arcuri, V., Blum, S. H., Downs, B. W., Waite, R. L., Notaro, A., Lubar, J., Williams, L., Prihoda, T. J., Palomo, T., & Oscar-Berman, M. (2008). Attention-deficit-hyperactivity disorder and reward deficiency syndrome. Neuropsychiatric disease and treatment, 4(5), 893–918. https://doi.org/10.2147/ndt.s2627

Godoy, M. (2024, May 23). ADHD diagnoses are rising. 1 in 9 U.S. kids have gotten one, new study finds. NPR; NPR. https://www.npr.org/sections/shots-health-news/2024/05/23/1252941968/adhd-diagnoses-are-rising-1-in-9-u-s-kids-have-gotten-one-new-study-finds

Haidt, J. (2024). The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. Penguin Press.

Kenemans, J. L. (2000). Review of The psychology of attention. Journal of Psychophysiology, 14(1), 48–50. https://doi.org/10.1027//0269-8803.14.1.48)

Kofler, M. J., Singh, L. J., Soto, E. F., Chan, E. S. M., Miller, C. E., Harmon, S. L., & Spiegel, J. A. (2020). Working memory and short-term memory deficits in ADHD: A bifactor modeling approach. Neuropsychology, 34(6), 686–698. https://doi.org/10.1037/neu0000641

Park, S. Y., Do, B., Yourell, J., Hermer, J., & Huberty, J. (2024). Digital Methods for the Spiritual and Mental Health of Generation Z: Scoping Review. Interactive journal of medical research, 13, e48929. https://doi.org/10.2196/48929

Perusini, J. N., & Fanselow, M. S. (2015). Neurobehavioral perspectives on the distinction between fear and anxiety. Learning & memory (Cold Spring Harbor, N.Y.), 22(9), 417–425. https://doi.org/10.1101/lm.039180.115

Thapar A, Cooper M, Jefferies R, et al. What causes attention deficit hyperactivity disorder?Archives of Disease in Childhood 2012;97:260-265

Szuhany, K. L., & Simon, N. M. (2022). Anxiety Disorders: A Review. JAMA, 328(24), 2431–2445. https://doi.org/10.1001/jama.2022.22744