Pupils’ lack of concentration is a concern in everyday classrooms in Norway as in many other countries. Whereas research has defined different behaviour issues in classroom contexts, there has been less focus on how the counsellors, working at the Educational and Psychological Counselling Service (EPCS), describe different behaviour issues. This article is based on a study that aims to develop a deeper understanding of how the counsellors perceive the term ‘concentration difficulties’. Even though the term is widely used in templates and in national strategic documents to describe pupils’ disruptive behaviour, few other studies emphasise this perspective. The study has a phenomenological‐hermeneutic inspired approach and is based on individual in‐depth interviews with counsellors working at the EPCS. The key findings suggest that the counsellors understanding of the term are influenced by their personal perceptions of the term, their education and the way they facilitate adapted learning.

中文翻译：

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辅导员对集中困难现象的看法

像许多其他国家一样，在挪威的日常教室中，学生缺乏集中注意力是一个令人担忧的问题。尽管研究在课堂环境中定义了不同的行为问题，但很少关注教育和心理咨询服务（EPCS）的辅导员如何描述不同的行为问题。本文基于一项研究，旨在加深对辅导员如何理解“集中注意力困难”一词的理解。尽管该术语在模板和国家战略文件中广泛用于描述学生的破坏性行为，但很少有其他研究强调这一观点。该研究采用了现象学-诠释学的方法，并基于对EPCS工作顾问的深入访谈。