Abstract
Impaired attention is known as a pervasive behaviour disturbance, with a negative influence on learning processes. Attention deficit is one of the main symptoms of Attention Deficits Hyperactive Disorder, ADHD. Further, impaired attention is often part of learning disorders in dyslexia and dyscalculia as well as in students with no medical diagnoses. In schools and higher education knowledge on attention and challenges caused by impaired attention, is typically scarce. Hence, this chapter aims to inform educational institutions by applying Mirsky’s model of attention, discuss challenges of impaired attention, and point to intervention effects. The positive effects of real-life interventions comprising target shooting practice are explained by immediate neurofeedback combined with individual adaption and caring. Moreover, as previously hypothesised, the sequential order of behaviour at the shooting range may benefit students with impaired attention. The term concentration is frequently used in Norwegian schools and counselling services. A definition of concentration in natural situations is suggested, and possible overlaps between concentration and attention are discussed. The chapter opens for empirical and theoretical questions and hopes for more research on target shooting practice as well as on other educational programmes applying neurofeedback in the school context to investigate attention.