Supervisors’ person-centred approach in Extended supervision in special suitability assessments of professional students  – a qualitative study Introduction: Suitability assessments are intended to ensure that students in professional study programs do not pose a potential risk to individuals they encounter in their professional practice. Norwegian regulations stipulate that if there are doubts regarding a student’s professional suitability, a special suitability assessment must be initiated, and the student must be offered extended supervision. The literature highlights the importance of focusing on the student being guided within the various guidance offerings a student receives in higher education. Specifically, some literature emphasizes person-centred supervision. Purpose: The purpose of this study is to explore how faculty members in professional study programs experience guiding students through extended supervision during special suitability assessments. Methods: The study is based on a qualitative exploratory design and individual in-depth interviews. Data analysis is conducted using Braun and Clarke’s six-step thematic analysis approach. Results: The results show that informants describe the aim of extended supervision as a process focused on the student's challenges in meeting the requirements of being suited for the profession, they are training for. In this process they were concerned with the student as a person in the supervision and emphasised the student's needs and perspectives. The informants consider the relationship and collaboration with students as crucial.  Discussions about third parties, such as patients, pupils, and children, were nevertheless significantly emphasised. To succeed in this, they utilised various guidance skills, such as open-ended questions, active listening, mirroring, perspectivation, and reflection exercises. Keywords: assessment; higher education; suitable; supervision; qualitative study