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Abstract
Students who learn to fail and fail to learn as a result of attention and . concentration problems can be assisted. A number of authors have considered the importance of understanding how children learn when aiming to assist students with learning problems and consider metacognitive ability may provide a framework for considering how students learn. This article examines some crucial factors that facilitate the development of metacognitive abilities for children experiencing attention and concentration problems. The author focuses on the importance of teacher modelling, explicit teaching/learning approaches, developing an internal locus of control and specific teaching of intelligent behaviours, as crucial to the learning process. The author aims to provide a variety of very practical strategies to assist teachers of students who display considerable difficulties attending and concentrating in the classroom.