The phrase "attention at school" is correct and usable in written English.
It can be used to refer to the focus or concentration that a student has while in a school setting.
Example: "Students often struggle to maintain attention at school, especially during long lectures."
Alternatives: "focus in class" or "concentration during lessons".
Any Egyptians, Syrians, Jordanians and Sudanese who paid attention at school remember that it was Albanian converts to Islam such as Muhammad Ali, a 19th-century pasha of Egypt who once ruled their countries.
I might not have been paying attention at school when studying it, but apparently there is a case for considering that "To His Coy Mistress" actually means the very opposite of the poet's ostensible intention.
Later on, at seven, I loved the occasional spotlight of attention at school, greeted with a surprise "oh" and smile from the teachers when I told them or when they saw my photograph in the newspapers.
Students who say trauma from abuse and violence requires special attention at school demanded that the Compton Unified School District immediately have teachers, administrators and staff undergo training to recognize and understand the effect of such incidents. .
According to 2010 data, 37percentt of incarcerated youth had visual, hearing, or dental problems, 30percentt had experienced physical or sexual abuse, 72percentt had issues with drugs and alcohol, and 45percentt had problems paying attention at school or work.
Efforts were made to provide comparable instruction time and attention at school to both groups.
If I'd had a crystal ball I'd have paid more attention back at school in my French lessons but it just didn't interest me.
He had attention problems at school and the possibility of ADD was entertained.
Finally, attention problems at school entry have been found to negatively predict math and reading achievement in high school (Breslau et al. 2009).
Learning and/or attention problems at school were associated with inferior HROoL in all participants, but this association was stronger among preterms.
The observed association between learning and/or attention problems at school and quality of life was present in all participating subjects, but was more prominent among those born preterm.
