Absence seizures, sometimes referred to as petit mal seizures, are brief but frequent interruptions in awareness that can have significant ripple effects on a person’s daily functioning. While they are most often seen in children between the ages of four and fourteen, absence seizures may also occur in adolescents and adults. Characterized by sudden lapses in consciousness lasting only 5 to 15 seconds, these seizures can occur dozens or even hundreds of times per day. From a distance, they may look like harmless “staring spells” or daydreaming episodes. Yet, when considered through the lens of cognitive science and neuropsychology, absence seizures represent much more than fleeting moments of inattention. They interfere directly with core processes of learning, memory, and attention, often shaping a child’s educational and developmental trajectory.
During an absence seizure, the brain experiences a sudden, generalized disruption in thalamocortical networks that support attention and consciousness, producing the classic 3-Hz spike-and-wave pattern on EEG. Neuropsychologically, these events interrupt ongoing cognitive processing in ways that can mimic other developmental conditions, i.e. Attention Deficit Hyperactivity Disorder (ADHD). A child may appear to “zone out,” miss directions, fail to follow through on tasks, or seem inattentive and forgetful. Because absence seizures are brief and recovery is immediate, the child is often unaware that anything happened, leading teachers and parents to interpret the behavior as distractibility, poor effort, or daydreaming.
Over time, the repeated disruptions can fragment learning. Frequent lapses interfere with sustained attention, working memory, and processing speed, core areas also implicated in ADHD. For example, a child may hear the first step of a multi-step direction, have a seizure, and then look confused when unable to complete the task. Similarly, when reading, the child may lose the flow of information and struggle to encode material into memory. This can create inconsistent recall, reduced academic efficiency, and patterns of “forgetting” that mimic ADHD, even though the underlying cause is seizure activity rather than a primary attentional disorder.
The behavioral profile of absence seizures are mainly characterized by missed information, inconsistent work output, incomplete assignments, and apparent inattention, a comprehensive neuropsychological evaluation is essential for accurate differential diagnosis. Assessment of sustained attention, working memory, processing speed, and learning helps clarify how seizure-related lapses disrupt cognition and distinguishes brief, neurologically driven interruptions in consciousness from enduring attentional deficits or learning impact. These results directly inform targeted school supports, as children with absence seizures often benefit from repetition of key information, periodic comprehension checks, and instructional strategies that compensate for missed moments in learning.
In short, absence seizures do not simply cause brief lapses in awareness; they disrupt the continuous cognitive processes that support attention, memory, and classroom learning. Without careful assessment, these disruptions could be mistaken for ADHD, learning disability, etc., delaying appropriate treatment and educational support.
If you suspect that your child may be experiencing seizures, please inform your pediatrician or neurologist who will begin the medical process of evaluation and treatment.
Laura Brockman, PsyD
NJ Temporary Permit #: 253-033
Postdoctoral Fellow