problem solving strategies for high school students

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How Students Can Rethink Problem Solving

Finding, shaping, and solving problems puts high school students in charge of their learning and bolsters critical-thinking skills.

As an educator for over 20 years, I’ve heard a lot about critical thinking , problem-solving , and inquiry and how they foster student engagement. However, I’ve also seen students draw a blank when they’re given a problem to solve. This happens when the problem is too vast for them to develop a solution or they don’t think the situation is problematic. 

As I’ve tried, failed, and tried again to engage my students in critical thinking, problem-solving, and inquiry, I’ve experienced greater engagement when I allow them to problem-find, problem-shape, and problem-solve. This shift in perspective has helped my students take direct ownership over their learning.

Encourage Students to Find the Problem 

When students ask a question that prompts their curiosity, it motivates them to seek out an answer. This answer often highlights a problem. 

For example, I gave my grade 11 students a list of topics to explore, and they signed up for a topic that they were interested in. From that, they had to develop a research question. This allowed them to narrow the topic down to what they were specifically curious about. 

Developing a research question initiated the research process. Students launched into reading information from reliable sources including Britannica , Newsela , and EBSCOhost . Through the reading process, they were able to access information so that they could attempt to find an answer to their question.

The nature of a good question is that there isn’t an “answer.” Instead, there are a variety of answers. This allowed students to feel safe in sharing their answers because they couldn’t be “wrong.” If they had reliable, peer-reviewed academic research to support their answer, they were “right.”

Shaping a Problem Makes Overcoming It More Feasible 

When students identify a problem, they’re compelled to do something about it; however, if the problem is too large, it can be overwhelming for them. When they’re overwhelmed, they might shut down and stop learning. For that reason, it’s important for them to shape the problem by taking on a piece they can handle.

To help guide students, provide a list of topics and allow them to choose one. In my experience, choosing their own topic prompts students’ curiosity—which drives them to persevere through a challenging task. Additionally, I have students maintain their scope at a school, regional, or national level. Keeping the focus away from an international scope allows them to filter down the number of results when they begin researching. Shaping the problem this way allowed students to address it in a manageable way.

Students Can Problem-Solve with Purpose

Once students identified a slice of a larger problem that they could manage, they started to read and think about it, collaborate together, and figure out how to solve it. To further support them in taking on a manageable piece of the problem, the parameters of the solution were that it had to be something they could implement immediately. For example, raising $3 million to build a shelter for those experiencing homelessness in the community isn’t something that students can do tomorrow. Focusing on a solution that could be implemented immediately made it easier for them to come up with viable options. 

With the problem shaped down to a manageable piece, students were better able to come up with a solution that would have a big impact. This problem-solving process also invites ingenuity and innovation because it allows teens to critically look at their day-to-day lives and experiences to consider what actions they could take to make a difference in the world. It prompts them to look at their world through a different lens.

When the conditions for inquiry are created by allowing students to problem-find, problem-shape and problem-solve, it allows students to do the following:

• Critically examine their world to identify problems that exist
• Feel empowered because they realize that they can be part of a solution
• Innovate by developing new solutions to old problems

Put it All Together to Promote Change

Here are two examples of what my grade 11 students came up with when tasked with examining the national news to problem-find, problem-shape, and problem-solve.

Topic: Indigenous Issues in Canada

Question: How are Indigenous peoples impacted by racism?

Problem-find: The continued racism against Indigenous peoples has led to the families of murdered women not attaining justice, Indigenous peoples not being able to gain employment, and Indigenous communities not being able to access basic necessities like healthcare and clean water.

Problem-shape: A lot of the issues that Indigenous peoples face require government intervention. What can high school teens do to combat these issues?

Problem-solve: Teens need to stop supporting professional sports teams that tokenize Indigenous peoples, and if they see a peer wearing something from such a sports team, we need to educate them about how the team’s logo perpetuates racism.

Topic: People With Disabilities in Canada

Question: What leads students with a hearing impairment to feel excluded?

Problem-find: Students with a hearing impairment struggle to engage with course texts like films and videos.

Problem-shape: A lot of the issues that students with a hearing impairment face in schools require teachers to take action. What can high school teens do to help their hearing-impaired peers feel included?

Problem-solve: When teens share a video on social media, they should turn the closed-captioning on, so that all students can consume the media being shared.

Once my students came up with solutions, they wanted to do something about it and use their voices to engage in global citizenship. This led them to create TikTok and Snapchat videos and Instagram posts that they shared and re-shared among their peer group. 

The learning that students engaged in led to their wanting to teach others—which allowed a greater number of students to learn. This whole process engendered conversations about our world and helped them realize that they aren’t powerless; they can do things to initiate change in areas that they’re interested in and passionate about. It allowed them to use their voices to educate others and promote change.

Center for Teaching

Teaching problem solving.

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Tips and Techniques

Expert vs. novice problem solvers, communicate.

• Have students  identify specific problems, difficulties, or confusions . Don’t waste time working through problems that students already understand.
• If students are unable to articulate their concerns, determine where they are having trouble by  asking them to identify the specific concepts or principles associated with the problem.
• In a one-on-one tutoring session, ask the student to  work his/her problem out loud . This slows down the thinking process, making it more accurate and allowing you to access understanding.
• When working with larger groups you can ask students to provide a written “two-column solution.” Have students write up their solution to a problem by putting all their calculations in one column and all of their reasoning (in complete sentences) in the other column. This helps them to think critically about their own problem solving and helps you to more easily identify where they may be having problems. Two-Column Solution (Math) Two-Column Solution (Physics)

Encourage Independence

• Model the problem solving process rather than just giving students the answer. As you work through the problem, consider how a novice might struggle with the concepts and make your thinking clear
• Have students work through problems on their own. Ask directing questions or give helpful suggestions, but  provide only minimal assistance and only when needed to overcome obstacles.
• Don’t fear  group work ! Students can frequently help each other, and talking about a problem helps them think more critically about the steps needed to solve the problem. Additionally, group work helps students realize that problems often have multiple solution strategies, some that might be more effective than others

Be sensitive

• Frequently, when working problems, students are unsure of themselves. This lack of confidence may hamper their learning. It is important to recognize this when students come to us for help, and to give each student some feeling of mastery. Do this by providing  positive reinforcement to let students know when they have mastered a new concept or skill.

Encourage Thoroughness and Patience

• Try to communicate that  the process is more important than the answer so that the student learns that it is OK to not have an instant solution. This is learned through your acceptance of his/her pace of doing things, through your refusal to let anxiety pressure you into giving the right answer, and through your example of problem solving through a step-by step process.

Experts (teachers) in a particular field are often so fluent in solving problems from that field that they can find it difficult to articulate the problem solving principles and strategies they use to novices (students) in their field because these principles and strategies are second nature to the expert. To teach students problem solving skills,  a teacher should be aware of principles and strategies of good problem solving in his or her discipline .

The mathematician George Polya captured the problem solving principles and strategies he used in his discipline in the book  How to Solve It: A New Aspect of Mathematical Method (Princeton University Press, 1957). The book includes  a summary of Polya’s problem solving heuristic as well as advice on the teaching of problem solving.

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Eight Instructional Strategies for Promoting Critical Thinking

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(This is the first post in a three-part series.)

The new question-of-the-week is:

What is critical thinking and how can we integrate it into the classroom?

This three-part series will explore what critical thinking is, if it can be specifically taught and, if so, how can teachers do so in their classrooms.

Today’s guests are Dara Laws Savage, Patrick Brown, Meg Riordan, Ph.D., and Dr. PJ Caposey. Dara, Patrick, and Meg were also guests on my 10-minute BAM! Radio Show . You can also find a list of, and links to, previous shows here.

You might also be interested in The Best Resources On Teaching & Learning Critical Thinking In The Classroom .

Current Events

Dara Laws Savage is an English teacher at the Early College High School at Delaware State University, where she serves as a teacher and instructional coach and lead mentor. Dara has been teaching for 25 years (career preparation, English, photography, yearbook, newspaper, and graphic design) and has presented nationally on project-based learning and technology integration:

There is so much going on right now and there is an overload of information for us to process. Did you ever stop to think how our students are processing current events? They see news feeds, hear news reports, and scan photos and posts, but are they truly thinking about what they are hearing and seeing?

I tell my students that my job is not to give them answers but to teach them how to think about what they read and hear. So what is critical thinking and how can we integrate it into the classroom? There are just as many definitions of critical thinking as there are people trying to define it. However, the Critical Think Consortium focuses on the tools to create a thinking-based classroom rather than a definition: “Shape the climate to support thinking, create opportunities for thinking, build capacity to think, provide guidance to inform thinking.” Using these four criteria and pairing them with current events, teachers easily create learning spaces that thrive on thinking and keep students engaged.

One successful technique I use is the FIRE Write. Students are given a quote, a paragraph, an excerpt, or a photo from the headlines. Students are asked to F ocus and respond to the selection for three minutes. Next, students are asked to I dentify a phrase or section of the photo and write for two minutes. Third, students are asked to R eframe their response around a specific word, phrase, or section within their previous selection. Finally, students E xchange their thoughts with a classmate. Within the exchange, students also talk about how the selection connects to what we are covering in class.

There was a controversial Pepsi ad in 2017 involving Kylie Jenner and a protest with a police presence. The imagery in the photo was strikingly similar to a photo that went viral with a young lady standing opposite a police line. Using that image from a current event engaged my students and gave them the opportunity to critically think about events of the time.

Here are the two photos and a student response:

F - Focus on both photos and respond for three minutes

In the first picture, you see a strong and courageous black female, bravely standing in front of two officers in protest. She is risking her life to do so. Iesha Evans is simply proving to the world she does NOT mean less because she is black … and yet officers are there to stop her. She did not step down. In the picture below, you see Kendall Jenner handing a police officer a Pepsi. Maybe this wouldn’t be a big deal, except this was Pepsi’s weak, pathetic, and outrageous excuse of a commercial that belittles the whole movement of people fighting for their lives.

I - Identify a word or phrase, underline it, then write about it for two minutes

A white, privileged female in place of a fighting black woman was asking for trouble. A struggle we are continuously fighting every day, and they make a mockery of it. “I know what will work! Here Mr. Police Officer! Drink some Pepsi!” As if. Pepsi made a fool of themselves, and now their already dwindling fan base continues to ever shrink smaller.

R - Reframe your thoughts by choosing a different word, then write about that for one minute

You don’t know privilege until it’s gone. You don’t know privilege while it’s there—but you can and will be made accountable and aware. Don’t use it for evil. You are not stupid. Use it to do something. Kendall could’ve NOT done the commercial. Kendall could’ve released another commercial standing behind a black woman. Anything!

Exchange - Remember to discuss how this connects to our school song project and our previous discussions?

This connects two ways - 1) We want to convey a strong message. Be powerful. Show who we are. And Pepsi definitely tried. … Which leads to the second connection. 2) Not mess up and offend anyone, as had the one alma mater had been linked to black minstrels. We want to be amazing, but we have to be smart and careful and make sure we include everyone who goes to our school and everyone who may go to our school.

As a final step, students read and annotate the full article and compare it to their initial response.

Using current events and critical-thinking strategies like FIRE writing helps create a learning space where thinking is the goal rather than a score on a multiple-choice assessment. Critical-thinking skills can cross over to any of students’ other courses and into life outside the classroom. After all, we as teachers want to help the whole student be successful, and critical thinking is an important part of navigating life after they leave our classrooms.

‘Before-Explore-Explain’

Patrick Brown is the executive director of STEM and CTE for the Fort Zumwalt school district in Missouri and an experienced educator and author :

Planning for critical thinking focuses on teaching the most crucial science concepts, practices, and logical-thinking skills as well as the best use of instructional time. One way to ensure that lessons maintain a focus on critical thinking is to focus on the instructional sequence used to teach.

Explore-before-explain teaching is all about promoting critical thinking for learners to better prepare students for the reality of their world. What having an explore-before-explain mindset means is that in our planning, we prioritize giving students firsthand experiences with data, allow students to construct evidence-based claims that focus on conceptual understanding, and challenge students to discuss and think about the why behind phenomena.

Just think of the critical thinking that has to occur for students to construct a scientific claim. 1) They need the opportunity to collect data, analyze it, and determine how to make sense of what the data may mean. 2) With data in hand, students can begin thinking about the validity and reliability of their experience and information collected. 3) They can consider what differences, if any, they might have if they completed the investigation again. 4) They can scrutinize outlying data points for they may be an artifact of a true difference that merits further exploration of a misstep in the procedure, measuring device, or measurement. All of these intellectual activities help them form more robust understanding and are evidence of their critical thinking.

In explore-before-explain teaching, all of these hard critical-thinking tasks come before teacher explanations of content. Whether we use discovery experiences, problem-based learning, and or inquiry-based activities, strategies that are geared toward helping students construct understanding promote critical thinking because students learn content by doing the practices valued in the field to generate knowledge.

An Issue of Equity

Meg Riordan, Ph.D., is the chief learning officer at The Possible Project, an out-of-school program that collaborates with youth to build entrepreneurial skills and mindsets and provides pathways to careers and long-term economic prosperity. She has been in the field of education for over 25 years as a middle and high school teacher, school coach, college professor, regional director of N.Y.C. Outward Bound Schools, and director of external research with EL Education:

Although critical thinking often defies straightforward definition, most in the education field agree it consists of several components: reasoning, problem-solving, and decisionmaking, plus analysis and evaluation of information, such that multiple sides of an issue can be explored. It also includes dispositions and “the willingness to apply critical-thinking principles, rather than fall back on existing unexamined beliefs, or simply believe what you’re told by authority figures.”

Despite variation in definitions, critical thinking is nonetheless promoted as an essential outcome of students’ learning—we want to see students and adults demonstrate it across all fields, professions, and in their personal lives. Yet there is simultaneously a rationing of opportunities in schools for students of color, students from under-resourced communities, and other historically marginalized groups to deeply learn and practice critical thinking.

For example, many of our most underserved students often spend class time filling out worksheets, promoting high compliance but low engagement, inquiry, critical thinking, or creation of new ideas. At a time in our world when college and careers are critical for participation in society and the global, knowledge-based economy, far too many students struggle within classrooms and schools that reinforce low-expectations and inequity.

If educators aim to prepare all students for an ever-evolving marketplace and develop skills that will be valued no matter what tomorrow’s jobs are, then we must move critical thinking to the forefront of classroom experiences. And educators must design learning to cultivate it.

So, what does that really look like?

Unpack and define critical thinking

To understand critical thinking, educators need to first unpack and define its components. What exactly are we looking for when we speak about reasoning or exploring multiple perspectives on an issue? How does problem-solving show up in English, math, science, art, or other disciplines—and how is it assessed? At Two Rivers, an EL Education school, the faculty identified five constructs of critical thinking, defined each, and created rubrics to generate a shared picture of quality for teachers and students. The rubrics were then adapted across grade levels to indicate students’ learning progressions.

At Avenues World School, critical thinking is one of the Avenues World Elements and is an enduring outcome embedded in students’ early experiences through 12th grade. For instance, a kindergarten student may be expected to “identify cause and effect in familiar contexts,” while an 8th grader should demonstrate the ability to “seek out sufficient evidence before accepting a claim as true,” “identify bias in claims and evidence,” and “reconsider strongly held points of view in light of new evidence.”

When faculty and students embrace a common vision of what critical thinking looks and sounds like and how it is assessed, educators can then explicitly design learning experiences that call for students to employ critical-thinking skills. This kind of work must occur across all schools and programs, especially those serving large numbers of students of color. As Linda Darling-Hammond asserts , “Schools that serve large numbers of students of color are least likely to offer the kind of curriculum needed to ... help students attain the [critical-thinking] skills needed in a knowledge work economy. ”

So, what can it look like to create those kinds of learning experiences?

Designing experiences for critical thinking

After defining a shared understanding of “what” critical thinking is and “how” it shows up across multiple disciplines and grade levels, it is essential to create learning experiences that impel students to cultivate, practice, and apply these skills. There are several levers that offer pathways for teachers to promote critical thinking in lessons:

1.Choose Compelling Topics: Keep it relevant

A key Common Core State Standard asks for students to “write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.” That might not sound exciting or culturally relevant. But a learning experience designed for a 12th grade humanities class engaged learners in a compelling topic— policing in America —to analyze and evaluate multiple texts (including primary sources) and share the reasoning for their perspectives through discussion and writing. Students grappled with ideas and their beliefs and employed deep critical-thinking skills to develop arguments for their claims. Embedding critical-thinking skills in curriculum that students care about and connect with can ignite powerful learning experiences.

2. Make Local Connections: Keep it real

At The Possible Project , an out-of-school-time program designed to promote entrepreneurial skills and mindsets, students in a recent summer online program (modified from in-person due to COVID-19) explored the impact of COVID-19 on their communities and local BIPOC-owned businesses. They learned interviewing skills through a partnership with Everyday Boston , conducted virtual interviews with entrepreneurs, evaluated information from their interviews and local data, and examined their previously held beliefs. They created blog posts and videos to reflect on their learning and consider how their mindsets had changed as a result of the experience. In this way, we can design powerful community-based learning and invite students into productive struggle with multiple perspectives.

3. Create Authentic Projects: Keep it rigorous

At Big Picture Learning schools, students engage in internship-based learning experiences as a central part of their schooling. Their school-based adviser and internship-based mentor support them in developing real-world projects that promote deeper learning and critical-thinking skills. Such authentic experiences teach “young people to be thinkers, to be curious, to get from curiosity to creation … and it helps students design a learning experience that answers their questions, [providing an] opportunity to communicate it to a larger audience—a major indicator of postsecondary success.” Even in a remote environment, we can design projects that ask more of students than rote memorization and that spark critical thinking.

Our call to action is this: As educators, we need to make opportunities for critical thinking available not only to the affluent or those fortunate enough to be placed in advanced courses. The tools are available, let’s use them. Let’s interrogate our current curriculum and design learning experiences that engage all students in real, relevant, and rigorous experiences that require critical thinking and prepare them for promising postsecondary pathways.

Critical Thinking & Student Engagement

Dr. PJ Caposey is an award-winning educator, keynote speaker, consultant, and author of seven books who currently serves as the superintendent of schools for the award-winning Meridian CUSD 223 in northwest Illinois. You can find PJ on most social-media platforms as MCUSDSupe:

When I start my keynote on student engagement, I invite two people up on stage and give them each five paper balls to shoot at a garbage can also conveniently placed on stage. Contestant One shoots their shot, and the audience gives approval. Four out of 5 is a heckuva score. Then just before Contestant Two shoots, I blindfold them and start moving the garbage can back and forth. I usually try to ensure that they can at least make one of their shots. Nobody is successful in this unfair environment.

I thank them and send them back to their seats and then explain that this little activity was akin to student engagement. While we all know we want student engagement, we are shooting at different targets. More importantly, for teachers, it is near impossible for them to hit a target that is moving and that they cannot see.

Within the world of education and particularly as educational leaders, we have failed to simplify what student engagement looks like, and it is impossible to define or articulate what student engagement looks like if we cannot clearly articulate what critical thinking is and looks like in a classroom. Because, simply, without critical thought, there is no engagement.

The good news here is that critical thought has been defined and placed into taxonomies for decades already. This is not something new and not something that needs to be redefined. I am a Bloom’s person, but there is nothing wrong with DOK or some of the other taxonomies, either. To be precise, I am a huge fan of Daggett’s Rigor and Relevance Framework. I have used that as a core element of my practice for years, and it has shaped who I am as an instructional leader.

So, in order to explain critical thought, a teacher or a leader must familiarize themselves with these tried and true taxonomies. Easy, right? Yes, sort of. The issue is not understanding what critical thought is; it is the ability to integrate it into the classrooms. In order to do so, there are a four key steps every educator must take.

• Integrating critical thought/rigor into a lesson does not happen by chance, it happens by design. Planning for critical thought and engagement is much different from planning for a traditional lesson. In order to plan for kids to think critically, you have to provide a base of knowledge and excellent prompts to allow them to explore their own thinking in order to analyze, evaluate, or synthesize information.
• SIDE NOTE – Bloom’s verbs are a great way to start when writing objectives, but true planning will take you deeper than this.

QUESTIONING

• If the questions and prompts given in a classroom have correct answers or if the teacher ends up answering their own questions, the lesson will lack critical thought and rigor.
• Script five questions forcing higher-order thought prior to every lesson. Experienced teachers may not feel they need this, but it helps to create an effective habit.
• If lessons are rigorous and assessments are not, students will do well on their assessments, and that may not be an accurate representation of the knowledge and skills they have mastered. If lessons are easy and assessments are rigorous, the exact opposite will happen. When deciding to increase critical thought, it must happen in all three phases of the game: planning, instruction, and assessment.

TALK TIME / CONTROL

• To increase rigor, the teacher must DO LESS. This feels counterintuitive but is accurate. Rigorous lessons involving tons of critical thought must allow for students to work on their own, collaborate with peers, and connect their ideas. This cannot happen in a silent room except for the teacher talking. In order to increase rigor, decrease talk time and become comfortable with less control. Asking questions and giving prompts that lead to no true correct answer also means less control. This is a tough ask for some teachers. Explained differently, if you assign one assignment and get 30 very similar products, you have most likely assigned a low-rigor recipe. If you assign one assignment and get multiple varied products, then the students have had a chance to think deeply, and you have successfully integrated critical thought into your classroom.

Thanks to Dara, Patrick, Meg, and PJ for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

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“Teachers should teach math in a way that encourages students to engage in sense-making and not merely to memorize or internalize exactly what the teacher says or does,” says Jon R. Star.

Kris Snibbe/Harvard Staff Photographer

One way is the wrong way to do math. Here’s the right way.

Harvard Staff Writer

Research by Ed School psychologist reinforces case for stressing multiple problem-solving paths over memorization

There’s never just one way to solve a math problem, says Jon R. Star , a psychologist and professor of education at the Harvard Graduate School of Education. With researchers from Vanderbilt University, Star found that teaching students multiple ways to solve math problems instead of using a single method improves teaching and learning. In an interview with the Gazette, Star, a former math teacher, outlined the research and explained how anyone, with the right instruction, can develop a knack for numbers.

Jon R. Star

GAZETTE: What is the most common misconception about math learning?

STAR: That you’re either a math person or you’re not a math person — that some people are just born with math smarts, and they can do math, and other people are just not, and there’s not much you can do about it.

GAZETTE: What does science say about the process of learning math?

STAR: One thing we know from psychology about the learning process is that the act of reaching into your brain, grabbing some knowledge, pulling it out, chewing on it, talking about it, and putting it back helps you learn. Psychologists call this elaborative encoding. The more times you can do that process — putting knowledge in, getting it out, elaborating on it, putting it back in — the more you will have learned, remembered, and understood the material. We’re trying to get math teachers to help students engage in that process of elaborative encoding.

GAZETTE: How did you learn math yourself?

STAR: Learning math should involve some sense-making. It’s necessary that we listen to what our teacher tells us about the math and try to make sense of it in our minds. Math learning is not about pouring the words directly from the teacher’s mouth into the students’ ears and brains. That’s not the way it works. I think that’s how I learned math. But that’s not how I hope students learn math and that’s not how I hope teachers think about the teaching of math. Teachers should teach math in a way that encourages students to engage in sense-making and not merely to memorize or internalize exactly what the teacher says or does.

GAZETTE: Tell us about the teaching method described in the research.

STAR: One of the strategies that some teachers may use when teaching math is to show students how to solve problems and expect that the student is going to end up using the same method that the teacher showed. But there are many ways to solve math problems; there’s never just one way.

The strategy we developed asks that teachers compare two ways for solving a problem, side by side, and that they follow an instructional routine to lead a discussion to help students understand the difference between the two methods. That discussion is really the heart of this routine because it is fundamentally about sharing reasoning: Teachers ask students to explain why a strategy works, and students must dig into their heads and try to say what they understand. And listening to other people’s reasoning reinforces the process of learning.

GAZETTE: Why is this strategy an improvement over just learning a single method?

STAR: We think that learning multiple strategies for solving problems deepens students’ understanding of the content. There is a direct benefit to learning through comparing multiple methods, but there are also other types of benefits to students’ motivation. In this process, students come to see math a little differently — not just as a set of problems, each of which has exactly one way to solve it that you must memorize, but rather, as a terrain where there are always decisions to be made and multiple strategies that one might need to justify or debate. Because that is what math is.

For teachers, this can also be empowering because they are interested in increasing their students’ understanding, and we’ve given them a set of tools that can help them do that and potentially make the class more interesting as well. It’s important to note, too, that this approach is not something that we invented. In this case, what we’re asking teachers to do is something that they do a little bit of already. Every high school math teacher, for certain topics, is teaching students multiple strategies. It’s built into the curriculum. All that we’re saying is, first, you should do it more because it’s a good thing, and second, when you do it, this is a certain way that we found to be especially effective, both in terms of the visual materials and the pedagogy. It’s not a big stretch for most teachers. Conversations around ways to teach math for the past 30 or 40 years, and perhaps longer, have been emphasizing the use of multiple strategies.

GAZETTE: What are the potential challenges for math teachers to put this in practice?

STAR: If we want teachers to introduce students to multiple ways to solve problems, we must recognize that that is a lot of information for students and teachers. There is a concern that there could be information overload, and that’s very legitimate. Also, a well-intentioned teacher might take our strategy too far. A teacher might say something like, “Well, if comparing two strategies is good, then why don’t I compare three or four or five?” Not that that’s impossible to do well. But the visual materials you would have to design to help students manage that information overload are quite challenging. We don’t recommend that.

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Don’t Just Tell Students to Solve Problems. Teach Them How.

The positive impact of an innovative uc san diego problem-solving educational curriculum continues to grow.

• Daniel Kane - [email protected]

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Problem solving is a critical skill for technical education and technical careers of all types. But what are best practices for teaching problem solving to high school and college students? 

The University of California San Diego Jacobs School of Engineering is on the forefront of efforts to improve how problem solving is taught. This UC San Diego approach puts hands-on problem-identification and problem-solving techniques front and center. Over 1,500 students across the San Diego region have already benefited over the last three years from this program. In the 2023-2024 academic year, approximately 1,000 upper-level high school students will be taking the problem solving course in four different school districts in the San Diego region. Based on the positive results with college students, as well as high school juniors and seniors in the San Diego region, the project is getting attention from educators across the state of California, and around the nation and the world.

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In Summer 2023, th e 27 community college students who took the unique problem-solving course developed at the UC San Diego Jacobs School of Engineering thrived, according to Alex Phan PhD, the Executive Director of Student Success at the UC San Diego Jacobs School of Engineering. Phan oversees the project. 

Over the course of three weeks, these students from Southwestern College and San Diego City College poured their enthusiasm into problem solving through hands-on team engineering challenges. The students brimmed with positive energy as they worked together. 

What was noticeably absent from this laboratory classroom: frustration.

“In school, we often tell students to brainstorm, but they don’t often know where to start. This curriculum gives students direct strategies for brainstorming, for identifying problems, for solving problems,” sai d Jennifer Ogo, a teacher from Kearny High School who taught the problem-solving course in summer 2023 at UC San Diego. Ogo was part of group of educators who took the course themselves last summer.

The curriculum has been created, refined and administered over the last three years through a collaboration between the UC San Diego Jacobs School of Engineering and the UC San Diego Division of Extended Studies. The project kicked off in 2020 with a generous gift from a local philanthropist.

Not getting stuck

One of the overarching goals of this project is to teach both problem-identification and problem-solving skills that help students avoid getting stuck during the learning process. Stuck feelings lead to frustration – and when it’s a Science, Technology, Engineering and Math (STEM) project, that frustration can lead students to feel they don’t belong in a STEM major or a STEM career. Instead, the UC San Diego curriculum is designed to give students the tools that lead to reactions like “this class is hard, but I know I can do this!” –  as Ogo, a celebrated high school biomedical sciences and technology teacher, put it. 

Three years into the curriculum development effort, the light-hearted energy of the students combined with their intense focus points to success. On the last day of the class, Mourad Mjahed PhD, Director of the MESA Program at Southwestern College’s School of Mathematics, Science and Engineering came to UC San Diego to see the final project presentations made by his 22 MESA students.

“Industry is looking for students who have learned from their failures and who have worked outside of their comfort zones,” said Mjahed. The UC San Diego problem-solving curriculum, Mjahed noted, is an opportunity for students to build the skills and the confidence to learn from their failures and to work outside their comfort zone. “And from there, they see pathways to real careers,” he said. 

What does it mean to explicitly teach problem solving? 

This approach to teaching problem solving includes a significant focus on learning to identify the problem that actually needs to be solved, in order to avoid solving the wrong problem. The curriculum is organized so that each day is a complete experience. It begins with the teacher introducing the problem-identification or problem-solving strategy of the day. The teacher then presents case studies of that particular strategy in action. Next, the students get introduced to the day’s challenge project. Working in teams, the students compete to win the challenge while integrating the day’s technique. Finally, the class reconvenes to reflect. They discuss what worked and didn't work with their designs as well as how they could have used the day’s problem-identification or problem-solving technique more effectively. 

The challenges are designed to be engaging – and over three years, they have been refined to be even more engaging. But the student engagement is about much more than being entertained. Many of the students recognize early on that the problem-identification and problem-solving skills they are learning can be applied not just in the classroom, but in other classes and in life in general. 

Gabriel from Southwestern College is one of the students who saw benefits outside the classroom almost immediately. In addition to taking the UC San Diego problem-solving course, Gabriel was concurrently enrolled in an online computer science programming class. He said he immediately started applying the UC San Diego problem-identification and troubleshooting strategies to his coding assignments. 

Gabriel noted that he was given a coding-specific troubleshooting strategy in the computer science course, but the more general problem-identification strategies from the UC San Diego class had been extremely helpful. It’s critical to “find the right problem so you can get the right solution. The strategies here,” he said, “they work everywhere.”

Phan echoed this sentiment. “We believe this curriculum can prepare students for the technical workforce. It can prepare students to be impactful for any career path.”

The goal is to be able to offer the course in community colleges for course credit that transfers to the UC, and to possibly offer a version of the course to incoming students at UC San Diego. 

As the team continues to work towards integrating the curriculum in both standardized high school courses such as physics, and incorporating the content as a part of the general education curriculum at UC San Diego, the project is expected to impact thousands more students across San Diego annually. 

Portrait of the Problem-Solving Curriculum

On a sunny Wednesday in July 2023, an experiential-learning classroom was full of San Diego community college students. They were about half-way through the three-week problem-solving course at UC San Diego, held in the campus’ EnVision Arts and Engineering Maker Studio. On this day, the students were challenged to build a contraption that would propel at least six ping pong balls along a kite string spanning the laboratory. The only propulsive force they could rely on was the air shooting out of a party balloon.

A team of three students from Southwestern College – Valeria, Melissa and Alondra – took an early lead in the classroom competition. They were the first to use a plastic bag instead of disposable cups to hold the ping pong balls. Using a bag, their design got more than half-way to the finish line – better than any other team at the time – but there was more work to do. 

As the trio considered what design changes to make next, they returned to the problem-solving theme of the day: unintended consequences. Earlier in the day, all the students had been challenged to consider unintended consequences and ask questions like: When you design to reduce friction, what happens? Do new problems emerge? Did other things improve that you hadn’t anticipated? 

Other groups soon followed Valeria, Melissa and Alondra’s lead and began iterating on their own plastic-bag solutions to the day’s challenge. New unintended consequences popped up everywhere. Switching from cups to a bag, for example, reduced friction but sometimes increased wind drag. 

Over the course of several iterations, Valeria, Melissa and Alondra made their bag smaller, blew their balloon up bigger, and switched to a different kind of tape to get a better connection with the plastic straw that slid along the kite string, carrying the ping pong balls. 

One of the groups on the other side of the room watched the emergence of the plastic-bag solution with great interest. 

“We tried everything, then we saw a team using a bag,” said Alexander, a student from City College. His team adopted the plastic-bag strategy as well, and iterated on it like everyone else. They also chose to blow up their balloon with a hand pump after the balloon was already attached to the bag filled with ping pong balls – which was unique. 

“I don’t want to be trying to put the balloon in place when it's about to explode,” Alexander explained. 

Asked about whether the structured problem solving approaches were useful, Alexander’s teammate Brianna, who is a Southwestern College student, talked about how the problem-solving tools have helped her get over mental blocks. “Sometimes we make the most ridiculous things work,” she said. “It’s a pretty fun class for sure.” 

Yoshadara, a City College student who is the third member of this team, described some of the problem solving techniques this way: “It’s about letting yourself be a little absurd.”

Alexander jumped back into the conversation. “The value is in the abstraction. As students, we learn to look at the problem solving that worked and then abstract out the problem solving strategy that can then be applied to other challenges. That’s what mathematicians do all the time,” he said, adding that he is already thinking about how he can apply the process of looking at unintended consequences to improve both how he plays chess and how he goes about solving math problems.

Looking ahead, the goal is to empower as many students as possible in the San Diego area and  beyond to learn to problem solve more enjoyably. It’s a concrete way to give students tools that could encourage them to thrive in the growing number of technical careers that require sharp problem-solving skills, whether or not they require a four-year degree. 

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10 Problem-Solving Scenarios for High School Students

It is certainly common to come across difficult situations including forgetting an assignment at home or overusing your phone only to miss an important project deadline. We are always surrounded by little difficulties that might become bigger problems if not addressed appropriately.

Whether it is saving your friend from the addiction to social media platforms or communicating your personal boundaries to relatives, problem-solving skills are one of the important skills you need to acquire throughout the journey of life.

Do you think these skills are in-built with other high school students? Certainly not.

It takes innovative learning methodologies just like problem-solving scenarios that help you immerse in the subject matter with precision. With problem-solving scenarios, you come across a range of problems that help you build critical thinking skills, logical reasoning, and analytical techniques.

The article will take you through scenarios that are a combination of various problems that need to be addressed strategically and carefully. As you read ahead, make sure to brainstorm solutions and choose the best one that fits the scenario. 

Helpful scenarios to build a problem-solving attitude in high schoolers

Learning through scenarios helps students look at situations from a completely analytical perspective. Problem-solving scenarios offer a combination of various situations that test the thinking skills and growth mindset of high school students. The below-mentioned scenarios are perfect for implementing problem-solving skills simply by allowing open discussions and contributions by students.

1. Uninvited Guests

You have arranged a party at your home after successfully winning the competition at the Science Fair. You invite everyone involved in the project however, one of your friends brings his cousin’s brother along. However, you have limited soft drink cans considering the number of invited people. How would you manage this situation without making anyone feel left out?

2. Communication Issues

A new teacher has joined the high school to teach about environmental conservation. She often involves students in different agriculture activities and workshops. However, one of your friends, John, is not able to understand the subject matter. He is unable to communicate his doubts to the teachers. How would you motivate him to talk to the teacher without the fear of judgment?

3. Friendship or Personal Choice?

The history teacher announced an exciting assignment opportunity that helps you explore ancient civilizations. You and your friend are pretty interested in doing the project as a team. One of your other friends, Jason, wants to join the team with limited knowledge and interest in the topic. Would you respect the friendship or deny him so you can score better on the assignment?

4. Peer Pressure 

It is common for high schoolers to follow what their friends do. However, lately, your friends have discovered different ways of showing off their skills. While they do all the fun things, there are certain activities you are not interested in doing. It often puts you in trouble whether to go with friends or take a stand for what is right. Would you take the help of peer mentoring activities in school or try to initiate a direct conversation with them?

5. Team Building 

Mr. Jason, the science teacher, assigns different projects and forms teams with random classmates. There are 7 people in each team who need to work towards project completion. As the group starts working, you notice that some members do not contribute at all. How will you ensure that everyone participates and coordinates with the team members?

6. Conflict Resolution 

The drama club and the English club are famous clubs in the school. Both clubs organize various events for the students. This time, both clubs have a tiff because of the event venue. Both clubs need the same auditorium for the venue on the same date. How would you mediate to solve the issue and even make sure that club members are on good terms with each other? 

7. Stress Management 

Your school often conducts different activities or asks students stress survey questions to ensure their happiness and well-being. However, one of your friends always misses them. He gets frustrated and seems stressed throughout the day. What would you do to ensure that your friend gets his issue acknowledged by teachers?

8. Time Management 

Your friend is always enthusiastic about new competitions in high school. He is running here and there to enroll and get certificates. In this case, he often misses important lectures and activities in class. Moreover, his parents complain that he misses swimming class too. How would you explain to him the importance of prioritizing and setting goals to solve this issue?

9. Educational Resources 

You and your friends are avid readers and often take advice from books. While most must-read books for bibliophiles are read by you, it is important to now look for other books. However, you witness that the school library lacks other important books on philosophy and the non-fiction category. How would you escalate this issue to the higher authorities by addressing the needs of students?

10. Financial Planning

Finance is an important factor and that is why your parents help you plan your pocket money and budgeting. Off lately, they have stopped doing so considering that you can manage on your own. However, after a few months, you have started spending more on games and high-end school supplies. You realize that your spending habits are leading to loss of money and reduced savings. How shall you overcome this situation?

Wrapping Up 

Involving students in different learning practices and innovative ways inspires them to think out of the box and make use of imagination skills. With the usage of different problem-solving scenarios, high school students get an opportunity to delve into realistic examples and consequences of different incidents.

Such scenarios offer an excellent way to promote understanding, critical thinking skills and enhance creativity. Ensure to use different activities and games for creating a comprehensive learning environment.

Sananda Bhattacharya, Chief Editor of TheHighSchooler, is dedicated to enhancing operations and growth. With degrees in Literature and Asian Studies from Presidency University, Kolkata, she leverages her educational and innovative background to shape TheHighSchooler into a pivotal resource hub. Providing valuable insights, practical activities, and guidance on school life, graduation, scholarships, and more, Sananda’s leadership enriches the journey of high school students.

Explore a plethora of invaluable resources and insights tailored for high schoolers at TheHighSchooler, under the guidance of Sananda Bhattacharya’s expertise. You can follow her on Linkedin

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10 Problem Solving Activities for High School Students

Published on march 15, 2017 at 12:01 am by ethan jacobs in lists , news.

Why should we care about problem solving activities for high school students ?  What’s the fastest way to get to and from work? How can I complete a task more efficiently? What should I have for lunch today? No matter the size, scale, or ramifications, we all encounter scenarios every day that require the very best of our decision-making abilities. The approaches that we employ to solve these problems can be every bit as diverse as the problems themselves.

Sometimes we crowdsource, other times we decide using trial and error, and in a pinch, we solicit the unerring wisdom of Siri. What happens though, when there simply is no collection of experts to whom we can appeal and we’re devoid of the familiar technology that helps make our decisions for us? Computers do an excellent job of automating processes, but are incapable of the initial pattern recognition required to identify the most efficient solution available. What’s more, in a time crunch, trial and error won’t stand you in good stead; you’ll have to decide in an instant. This need for self-reliance in decision-making scenarios makes critical thinking, the ability to use facts, knowledge and data to successfully solve problems,​ absolutely indispensable. This is further reflected by the ​ recent trend​  of rapid growth in demand across industries that seek talent with considerable problem-solving abilities, as well as the increased use of problem solving activities ​in the workplace​ to continue employee development.

Marijus Auruskevicius/Shutterstock.com

In order to best set the next generation up for success in this regard, it’s critical to begin fostering these skills from an early age. Beginning in high school or earlier, problem solving enables students to apply what they’ve learned as opposed to merely recalling information that they have been spoonfed, equipping them with an arsenal of tools and approaches to tackle issues that may have previously seemed uni-dimensional. This ability, in turn, transforms the rigors of academic learning into that something that’s applicable at a professional level, simultaneously silencing the familiar “when will I ever use this?” chorus to which educators have become so accustomed. Whether carried out in individual or group settings, problem solving activities help students develop critical skills such as leadership, teamwork, creativity, persistence, and incremental improvement through repetition.

And if you are looking for more brain thinking activities we have a similar read –  10 Best Team Building Problem Solving Activities .

In addition to discovering new, useful techniques with which to tackle problems, students that are immersed in problem solving endeavors learn effective ways to present their findings once all is said and done, providing them with valuable written and oral skills in addition to those included in the aforementioned list. In short, when teachers​ present students with problems and task them with finding a solution, teachers can ensure that their students are prepared for challenges that they will encounter after graduation. We searched the web looking for the best problem solving games, and took the  recommendations from various sources, such as Concordia , and  Stanford  to name a few. Here is a list of 10 problem solving activities for high school students to help them sharpen their skills.

10. Protto: Problem Lotto

Played individually, or with partners, this competitive game involves creative thinking and teaches students that problems often have more than one solution, and that sometimes one solution can be used for more multiple problems.

Overview: Students divide one sheet of paper into four quadrants by drawing one vertical and horizontal line. Each quadrant represents a problem that the students have selected from a designated list of problems. The teacher may randomly draw cards or have students draw blindly from a set of cards that have solutions printed on them. If a solution fits a problem listed in one of the students’ quadrants, they may write the solution in that quadrant. If the solution fits for more than one problem quadrant, the student may write it in each quadrant where it applies. The first student to fill out all four quadrants and shout ‘Protto!’ is the winner. The teacher serves as the games judge. And now, let’s see what else we have in our list of problem solving activities for high school students.

9.​ ​Pulling Pockets

The next one in our list of problem solving activities for high school students is played with an entire class divided into teams of equal size, this activity targets students’ ability to think quickly, cooperate, and collaborate to come up with as lengthy a list as possible. Using “pockets” (anything that can be closed, such as a bag, jar, envelope, etc.) that contain problem scenarios within them (on a slip of paper or card), teams compete by taking turns providing viable solutions to the problem contained in the pocket over a 60-second span. For example, if a pocket’s problem is “I forgot my homework,” each team, starting with the team that selected the pocket, will provide a solution to the forgotten homework problem. A panel of independent judges will decide whether a proposed solution is viable. The round ends when the 60 seconds ends or when no more new solutions can be produced.

ThefotosoloNo1/Shutterstock.com

8. Solution Bee

Played with an entire class divided into teams, this game is similar to a spelling bee with respect to its round-by-round guessing elements, and encourages students to broaden their innovative thinking capabilities. Although it certainly has elements of luck, this activity also relies heavily on creativity. One at a time, students blindly select one card from a fanned deck that the teacher is holding. On the card that the student picks will be a problem, which the teacher will read aloud, as well as a solution to that problem, which is meant to be kept secret. The competing teams will take turns guessing the ‘best’ solution to the problem read by the teacher until one side guesses the correct answer and earns a point for their team. The process is then repeated with another student selecting a new card. A follow-up discussion can be had among the students after each round about whether the written solution actually represents the best method of solving the problem.

7.​ ​Brainstorm Bonanza

This problem-solving activity that ranks 7th in our list of problem solving activities for high school students is applicable across all academic disciplines and is a great way to help students further develop their understanding of a particular topic. For example, if a literature class is discussing a book, which was not a resounding success, or was poorly-received by readers, students may brainstorm ways that the author could have created a more effective piece. The brainstorming process can take place individually or in groups, using paper or a whiteboard.

Copyright: jezper / 123RF Stock Photo

6. Group Therapy

A class can collaborate to design and decorate a locked box with a slot cut into it at the top. Into this box, students can anonymously jot down and submit problems that they may be having in their lives, be they in your class, another class, or entirely outside of school that they are having trouble solving on their own. Every now and again, a student or teacher can draw a problem slip from the box, read it to the class, and solicit suggestions from everyone. The entire class can brainstorm solutions and discuss their merit as a group.

5. Survivor Scenarios

Create an imagined circumstance that involves students working together in order to survive. One such scenario might involve being trapped in a remote area, such as a mountain range, with limited supplies and no way of communicating with the outside world. Students must prioritize the items that they have at their disposal, and discuss how they will use one another’s strengths and weaknesses to gather necessary resources and establish lodging to survive an indefinite period of isolation until help is able to arrive and rescue them. More ideas for problem solving activities for high school students are coming, just click on Next.

YUTTANA HONGTANSAWAT/Shutterstock.com

4. Moral Dilemma

We are continuing with the number 4 in our list of problem solving activities for high school students – brainstorm a number of issues with potential moral grey areas that your students might face on a day-to-day basis, jot them down and place them in some kind of container. Draw a scenario from time to time and present the issue to the students to promote brainstorming of potential solutions and discussion of solution merits. One such dilemma might involve life-saving: Two people are trapped in a car hanging on the edge of a cliff. Pulling one person from the car will cause a weight imbalance that causes the car to fall off of the edge of the cliff. You must save one person, or the car will fall and both will die. Who will you save?

Stokkete/Shutterstock.com

We are continuing our list of problem solving activities for high school students with “Amoeba” that is a straightforward activity that can serve as a trust exercise, warm-up, or group problem-solving activity. It involves movement, and is a great way of breaking the ice. Using a large rope or some form of webbing, create a loop and place it on the floor. Have all students step into the enclosed loop and pick it up at waist level so that it encloses everyone. Tell students that they may not drop the rope and must collectively move to a given point in the room. The smaller or tighter the loop, the more difficult the activity becomes, and the more teamwork is required. Obstacles can be added at the teacher’s discretion to make the activity particularly difficult. Once the activity has concluded, debriefing discussions about working as a team, considering the needs of others, and effectively communicating can be held.

2. ​ Quarto

This two-player logic game ranks second in our list of problem solving activities for high school students. It closely-resembles Connect Four, and uses a 4×4 board and 16 different pieces with no two pieces that are exactly alike. The pieces are either dark, light, tall, short, square, rounded, hollow, or solid. The objective of the game is to form a line in which all pieces have something in common (i.e. a line of all dark pieces, a line of all short pieces, etc.). The trick to this game is that there is a pick your poison element involved in that a player’s opponent has to pick the piece that the player must use on each turn, rather than the player getting to choose their own piece.

Ballda/Shutterstock.com

1. What can you do with ______?

Bring in a collection of everyday household items and select one to present to the class. Allow students to examine the item closely and determine the various functions that the item could perform, encouraging innovation, creativity and in-class discussion. Students may be given a defined period of time in which to brainstorm and write down the uses that they have thought of. For example, if a crate is brought in, students might suggest functions such as: ​carrying vessel; flower bed/ pot; chair/ seating device; book rack, etc. Points may be awarded for the most creative answers.

Kellis/Shutterstock.com

 The importance of using critical thinking skills on a day-to-day basis will only continue to grow over time.  Trying out these problem solving activities for high school students in your next class is a sure-fire way to sharpen your students’ skills in a way that’s sure to keep everyone engaged.

Slideshow List XFinance Survivor Scenarios Problem Lotto group activity Quarto critical thinking game amoeba problem solving activity activities to improve creativity Protto critical thinking exercise What can you do with this activity Group Therapy brainstorming exercise activities to improve teamwork skills Solution Bee critical thinking exercise Pulling Pockets problem solving activity Moral Dilemma critical thinking exercises Brainstorm Bonanza critical thinking activity 10 Best Team Building Problem Solving Activities brainstorming activities for high school students problem solving activities for high school students critical thinking exercises for high school students 10 Problem Solving Activities for High School Students activities to improve persistence in high school students Show more... Show less

• Provide Psychosocial Skills Training and Cognitive Behavioral Interventions

What to Know

Psychosocial skills training and cognitive behavioral interventions teach specific skills to students to help them cope with challenging situations, set goals, understand their thoughts, and change behaviors using problem-solving strategies.

Psychosocial skills training asks students to explore whether their behaviors align with their personal values. Cognitive behavioral interventions teach students to identify their own unhelpful thoughts and replace them with thoughts that are more helpful. Students might practice helpful coping behaviors and find positive activities to try. Doing these things can improve their mood and other symptoms of mental distress.

Districts and schools can deliver interventions in one-on-one settings, small groups, and classrooms. Some interventions focus on concepts that are also taught in social skill and emotional development programs, like self-control and decision-making. A counselor or therapist can lead these programs.

What Can Schools Do?

Promote acceptance and commitment to change.

Schools can help promote acceptance and positive behavior change for students through psychosocial skills training and dialectical behavior therapy. Psychosocial skills training asks students to explore whether their behaviors align with their personal values. Students who see that their behavior does not match their values can decide to make behavior changes. These trainings also help students accept what they cannot change and focus on what they can change. Dialectical behavior therapy teaches mindfulness, acceptance, and commitment skills.

Approaches using acceptance and commitment to change are associated with increases in students’ coping skills and decreases in depression and physical symptoms of depression.

Provide Cognitive Behavioral Interventions

Cognitive behavioral interventions for schools often include multiple sessions. They can be used for one student or a small group. Sessions often follow a standardized manual of activities to help students examine their own thoughts and behaviors. The interventions can include asking students to share what they learn about their thoughts and behaviors with their parents and other people. In some interventions, session leaders focus on a specific topic. Other interventions target mental health symptoms, like depression, anxiety, or post-traumatic stress.

Cognitive behavioral interventions can improve students’ mental health in many ways, including decreasing anxiety, depression, and symptoms related to post-traumatic stress.

• LARS & LISA
• Tools for Getting Along Curriculum—Behavior Management Resource Guide
• Cognitive Behavioral Intervention for Trauma in Schools (CBITS )
• Bounce Back
• Brief Intervention for School Clinicians
• Skills for Academic and Social Success
• Building Confidence

Engage Students in Coping Skills Training Groups

Coping skills training groups use principles of cognitive behavioral intervention to teach students skills to help them handle specific problems. Students can also use these skills to help them cope when their lives are changing. Similar to social, emotional, and behavioral learning programs, coping skills training often focuses on building resilience, or being able to “bounce back” when bad things happen. Students can practice skills outside of the small group, like they would with social skills and emotional development lessons.

Coping skills training groups can increase coping skills for students and decrease anxiety and depression.

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Focus on Equity

Students who have been exposed to trauma may receive trauma-focused or trauma-informed interventions in school. Cognitive behavioral interventions that are trauma-informed meet the unique needs of students exposed to traumatic experiences. These interventions teach problem-solving and relaxation techniques and help reduce trauma-related symptoms, including behavioral challenges. Trauma-informed interventions can also improve students’ coping strategies.

Implementation Tips

Cognitive behavioral interventions and psychosocial skills training help with many kinds of student needs. They can be used at multiple grade levels. Leaders can:

• Work with school mental health staff to find ways for students to practice their new behaviors and coping skills.
• Use the Multitiered Systems of Support (MTSS) framework to ensure that students are appropriately matched with classroom, small-group, or individual interventions that meet their needs.

Want to Learn More?

For more details on MTSS and providing psychosocial skills training and cognitive behavioral interventions, see Promoting Mental Health and Well-Being in Schools: An Action Guide for School Administrators [PDF - 3 MB]

• Increase Students’ Mental Health Literacy
• Promote Mindfulness
• Promote Social, Emotional, and Behavioral Learning
• Enhance Connectedness Among Students, Staff, and Families
• Support Staff Well-Being

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At college of communication & information, cci students judge middle and high school students at tsa state competition.

11 CCI students in STARS (Students & Technology in Academia, Research & Service) Alliance attended this year’s State Conference as judges. One of STARS Alliance’s goals as an organization is to educate and bring awareness to K-12 students about IT/computing education programs, careers, etc. Through events like the TSA State Conference, the members of FSU STARS help mentor the next generation of tech leaders in Florida. STARS president and Information Technology student Maggie Martin-McKinnie shared, “TSA is always my favorite trip we go on as STARS. There is so much passion for tech in these young leaders, and it is exciting to hear about how excited they are to learn more about technology. Many of the kids ask us about college as well, so we get to be advocates for FSU, specifically the College of Communication and Information.”

Stacci Smith who attended both the TSA Leadership Conference in the fall and the State Competition in the spring spoke about her experience, saying, “The most rewarding part was seeing so many inspirational and intelligent students create amazing and exciting projects across various STEM fields! Being able to witness these students present their projects has inspired me to be more innovative in my career in technology.”

CCI STARS students that attended this year’s TSA State Competition were: Maggie Martin-McKinnie, Itel Nagli, Betty Phipps, Ashari Penerton, Stacci Smith, Owen Van Lenten, Logan Wiggins, Ryan Surujballi, Thum Rangsiyawaranon, Jai Reed, and Khylle Valle.

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Navigating Conflict: Essential Skills for High School Students

Conflict is a natural part of life, and high school is no exception. As students navigate the challenges of adolescence, conflicts can arise in various aspects of their lives, including relationships with peers, teachers, and even within themselves. Developing conflict resolution skills is essential for high school students to effectively manage and resolve conflicts, leading to improved social and emotional well-being.

Understanding Conflict

Before diving into conflict resolution strategies, it is important to have a clear understanding of what conflict is. Conflict can be defined as a disagreement or struggle between two or more individuals with opposing needs, interests, or values. In high school, conflicts can arise from a variety of sources, such as differences in opinions, competition for resources, or misunderstandings.

Emotions play a significant role in conflict, often fueling its intensity. When emotions run high, it can be challenging to approach conflicts with a calm and rational mindset. Therefore, it is crucial for high school students to develop emotional intelligence and learn how to manage their emotions effectively in conflict situations.

Essential Conflict Resolution Skills

Now that we have a foundation of understanding conflict, let’s explore some essential conflict resolution skills that can empower high school students to navigate conflicts successfully.

Active Listening

Active listening is a fundamental skill in conflict resolution. It involves fully engaging with the speaker, paying attention to both verbal and nonverbal cues, and seeking to understand their perspective. By actively listening, high school students can demonstrate respect and empathy, which can help de-escalate conflicts and foster better communication.

Some tips for active listening include:

• Maintain eye contact with the speaker
• Avoid interrupting and allow the speaker to finish their thoughts
• Reflect on what the speaker is saying before responding

Effective Communication

Clear and assertive communication is essential in conflict resolution. High school students should learn to express their thoughts, feelings, and needs in a respectful and non-confrontational manner. By using “I” statements and focusing on specific behaviors or situations, students can avoid blaming or attacking others, which can escalate conflicts.

Nonviolent communication techniques, such as expressing empathy, using “I” statements, and active problem-solving, can also be valuable tools for high school students in conflict resolution. These techniques promote understanding, collaboration, and finding mutually beneficial solutions.

Empathy and Perspective-Taking

Empathy is the ability to understand and share the feelings of another person. In conflict resolution, empathy plays a crucial role in fostering understanding and finding common ground. High school students should develop their empathy skills by actively listening, asking open-ended questions, and trying to see the situation from the other person’s perspective.

Perspective-taking goes hand in hand with empathy. It involves stepping into someone else’s shoes and imagining how they might be feeling or thinking. By practicing perspective-taking, high school students can gain a broader understanding of the conflict and find creative solutions that meet everyone’s needs.

Problem-Solving and Negotiation

Problem-solving and negotiation skills are essential for resolving conflicts in a constructive and collaborative manner. High school students should learn to identify the root cause of the conflict and brainstorm potential solutions. By involving all parties in the problem-solving process, students can promote a sense of ownership and increase the likelihood of finding mutually agreeable resolutions.

Collaborative problem-solving strategies, such as compromising, finding win-win solutions, and seeking common ground, can help high school students navigate conflicts effectively. It is important to emphasize that conflict resolution is not about winning or losing but finding solutions that respect the needs and interests of all parties involved.

Strategies for Navigating Conflict in High School

Equipped with essential conflict resolution skills, high school students can now explore strategies for navigating conflict in their daily lives.

Recognizing and Managing Emotions

Emotional self-awareness is a crucial skill for high school students to develop. By recognizing and understanding their own emotions, students can better manage their reactions in conflict situations. Deep breathing exercises, journaling, and seeking support from trusted friends or adults are effective strategies for emotional regulation.

Seeking Support from Trusted Adults

High school students should not hesitate to seek guidance and support from trusted adults when facing conflicts. Teachers, school counselors, or mentors can provide valuable insights, advice, and mediation if necessary. Building positive relationships with supportive adults in the school community can create a safe and nurturing environment for conflict resolution.

Mediation and Conflict Resolution Programs

Many high schools offer mediation and conflict resolution programs to assist students in resolving conflicts. These programs provide a structured and neutral space for students to express their concerns, listen to each other, and work towards finding mutually agreeable solutions. Students should take advantage of these resources and actively participate in conflict resolution programs.

Conflict resolution skills are essential for high school students to navigate the challenges of adolescence successfully. By developing active listening, effective communication, empathy, problem-solving, and negotiation skills, students can approach conflicts with confidence and find resolutions that respect the needs and interests of all parties involved.

High school is a time of personal growth and self-discovery, and conflict resolution plays a vital role in this journey. By embracing conflict as an opportunity for growth and learning, high school students can develop resilience, empathy, and effective communication skills that will benefit them throughout their lives.

Start your EverydaySpeech free trial today and empower high school students with the essential conflict resolution skills they need to thrive in school and beyond.

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4. challenges in the classroom.

In addition to asking public K-12 teachers about issues they see at their school, we asked how much each of the following is a problem among students in their classroom :

• Showing little to no interest in learning (47% say this is a major problem)
• Being distracted by their cellphones (33%)
• Getting up and walking around when they’re not supposed to (21%)
• Being disrespectful toward the teacher (21%)

Some challenges are more common among high school teachers, while others are more common among those who teach elementary or middle school.

• Cellphones: 72% of high school teachers say students being distracted by their cellphones in the classroom is a major problem. A third of middle school teachers and just 6% of elementary school teachers say the same.
• Little to no interest in learning: A majority of high school teachers (58%) say students showing little to no interest in learning is a major problem. This compares with half of middle school teachers and 40% of elementary school teachers. 
• Getting up and walking around: 23% of elementary school teachers and 24% of middle school teachers see students getting up and walking around when they’re not supposed to as a major problem. A smaller share of high school teachers (16%) say the same.
• Being disrespectful: 23% of elementary school teachers and 27% of middle school teachers say students being disrespectful toward them is a major problem. Just 14% of high school teachers say this.

Policies around cellphone use

About eight-in-ten teachers (82%) say their school or district has policies regarding students’ use of cellphones in the classroom. Of those, 56% say these policies are at least somewhat easy to enforce, 30% say they’re difficult to enforce, and 14% say they’re neither easy nor difficult to enforce.

High school teachers are the least likely to say their school or district has policies regarding students’ use of cellphones in the classroom (71% vs. 84% of elementary school teachers and 94% of middle school teachers).

Among those who say there are such policies at their school, high school teachers are the most likely to say these are very or somewhat difficult to enforce. Six-in-ten high school teachers say this, compared with 30% of middle school teachers and 12% of elementary school teachers.

Verbal abuse and physical violence from students

Most teachers (68%) say they have experienced verbal abuse from their students, such as being yelled at or verbally threatened. About one-in-five (21%) say this happens at least a few times a month.

Physical violence is far less common, but about one-in-ten teachers (9%) say a student is physically violent toward them at least a few times a month. Four-in-ten say this has ever happened to them.

Differences by school level

Elementary school teachers (26%) are more likely than middle and high school teachers (18% and 16%) to say they experience verbal abuse from students a few times a month or more often.

And while relatively small shares across school levels say students are physically violent toward them a few times a month or more often, elementary school teachers (55%) are more likely than middle and high school teachers (33% and 23%) to say this has ever happened to them.

Differences by poverty level

Among teachers in high-poverty schools, 27% say they experience verbal abuse from students at least a few times a month. This is larger than the shares of teachers in medium- and low-poverty schools (19% and 18%) who say the same.

Experiences with physical violence don’t differ as much based on school poverty level.

Differences by gender

Teachers who are women are more likely than those who are men to say a student has been physically violent toward them. Some 43% of women teachers say this, compared with 30% of men.

There is also a gender difference in the shares of teachers who say they’ve experienced verbal abuse from students. But this difference is accounted for by the fact that women teachers are more likely than men to work in elementary schools.

Addressing behavioral and mental health challenges

Eight-in-ten teachers say they have to address students’ behavioral issues at least a few times a week, with 58% saying this happens every day .

A majority of teachers (57%) also say they help students with mental health challenges at least a few times a week, with 28% saying this happens daily.

Some teachers are more likely than others to say they have to address students’ behavior and mental health challenges on a daily basis. These include:

• Women: 62% of women teachers say they have to address behavior issues daily, compared with 43% of those who are men. And while 29% of women teachers say they have to help students with mental health challenges every day, a smaller share of men (19%) say the same.
• Elementary and middle school teachers: 68% each among elementary and middle school teachers say they have to deal with behavior issues daily, compared with 39% of high school teachers. A third of elementary and 29% of middle school teachers say they have to help students with mental health every day, compared with 19% of high school teachers.
• Teachers in high-poverty schools: 67% of teachers in schools with high levels of poverty say they have to address behavior issues on a daily basis. Smaller majorities of those in schools with medium or low levels of poverty say the same (56% and 54%). A third of teachers in high-poverty schools say they have to help students with mental health challenges every day, compared with about a quarter of those in medium- or low-poverty schools who say they have this experience (26% and 24%). 

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