This study investigated the effect of Play Therapy on Attention Deficit among pupils of FUDMA Demonstration Primary School, Katsina State, Nigeria. Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) are neurodevelopmental conditions that affect approximately 5–7% of school-aged children globally, leading to poor classroom engagement and academic underachievement. The study adopted a quasi-experimental design using a pre-test and post-test control group approach. A total of 40 students identified with symptoms of attention deficit were purposively selected and divided into two groups: 20 students in the experimental group received structured Play Therapy for six weeks, while 20 students in the control group received no intervention. Data were collected using a structured questionnaire and an observation checklist. Descriptive statistics (mean, frequency, percentage) and inferential statistics (t-test and Pearson correlation) were used for data analysis. Findings revealed a significant reduction in attention deficit symptoms among students in the experimental group. The mean post-test score for attention-related behaviors in the experimental group was 2.12, compared to 3.26 in the control group. A t-test showed a statistically significant difference (t) = 4.35, p = 0.05). The results offer valuable insights into alternative interventions that are both effective and culturally adaptable within the Nigerian educational context. The study concluded that, Play Therapy significantly improves students’ attention span, impulse control, and academic engagement. The study recommends the integration of play therapy into school counseling programs and the training of educators in therapeutic play techniques as a non-pharmacological approach to managing attention deficits.