The individual allocation of hours for pupils with concentration difficulties is increasing. This article focuses on how teacher students, in their last year of study (N=80), describe a pupil with concentration challenges. Further, it studies how their way of assessing the term concentration may influence the strategy of individual adaptation in school. The informants participating in this study are student teachers answering this survey just before their graduation. The authors see a tendency of the students' professionalization to influence the understanding of the pupils' concentration, and that a small number of participants see the need for individual adaptation. The consequences of the students' understanding of the concept of concentration are discussed against research in the field, since it is the obligation of the school to provide pupils with an individual, modified education.

Keywords: Concentration, concentration challenges, attention, special needs education, students teacher