Learning concentration is one of the important abilities that supports students’ academic engagement and success. Low concentration can be indicated by being easily distracted, having difficulty sustaining attention, being less able to follow instructions, and showing low engagement in academic tasks. This study aims to analyze empirical evidence regarding reality therapy, individual counseling, learning concentration, attention, self-regulation, and academic behavior as a conceptual basis for developing an individual counseling guide based on the reality approach for junior high school students. This study employs a Systematic Literature Review (SLR) with reporting guided by PRISMA 2020. The literature focuses on publications from 2021 to 2026. The analysis was conducted through identification, screening, eligibility assessment, data extraction, coding, and thematic synthesis. The review findings indicate that the reality approach and WDEP technique have the potential to support responsibility, motivation, self-efficacy, academic resilience, academic adjustment, and learning behavior control. The literature on attention highlights the importance of self-monitoring, self-regulation, distraction control, and engagement in maintaining focus. Based on this synthesis, the counseling guide can be developed through the stages of Wants, Doing, Evaluation, and Planning, specifically directed toward learning concentration behaviors.
