teaching social problem solving skills

Greater Good Science Center • Magazine • In Action • In Education

How to Empower Students to Take Action for Social Change

Young people are increasingly aware and concerned about the problems our world is confronting, from climate change to racial disparities in society. When facing social problems, how can educators transform a child’s sense of helplessness toward hope and action?

Educators must not allow our adolescents to languish in the face of social problems and injustice. In James Baldwin’s 1963 Talk to Teachers , he reminds us of this charge: “Our obligation as educators is to entrust in our students the abilities to create conscious citizens who are vocal about reexamining their society.” It is the moral imperative of public education to foster student agency to nurture an engaged citizenry.

At the Rutgers University Social-Emotional Character Development Laboratory’s Students Taking Action Together project , we have developed a social problem-solving and action strategy, PLAN, that makes it possible for teachers to transform students’ sense of hopelessness into empowerment. It allows students to investigate a particular social problem to get to the root cause, then design an action plan to challenge the dominant power structure to make change. It emphasizes considering the issue from multiple viewpoints to develop a solution that is inclusive and viable. 

Below, we’ll describe the four components of PLAN and demonstrate how to use PLAN to empower students in grades 5-12 to take action. We hope these strategies can help you encourage your students to be more deeply engaged with today’s problems and inspired to take social action. 

P: Create a Problem description

Problems are an inherent part of our daily lives, and one of the key problem-solving skills is the ability to define a problem.

To define a problem, students working collaboratively in groups of four or five start by reviewing background sources, such as articles, speeches, and podcast episodes, and then draft a problem description . They can discuss the following questions to frame their thinking. Not all questions will be answered, yet the discussion will guide and stretch their thinking to begin defining the problem:     

• Is there a problem? How do you know?
• What is the problem?
• Who is impacted by the problem?
• What are the issues from each perspective/party involved? What is the impact on the different individuals/groups involved?
• Who is responsible for the problem? What internal and external factors might have influenced this issue?
• What is causing those responsible to use these practices?
• Who were the key people involved in making important decisions?

To illustrate this process, let’s use the example of a recent issue: Texas’s refusal of federal funding to expand health care under the Affordable Care Act for all citizens of the state. For this issue, students might write the following problem description:

Along with Texas, 13 other states have refused to accept federal funding to expand Medicaid for citizens under the Affordable Care Act (ACA). State refusals can be attributed to a variety of factors. State lawmakers fear the loss of support from voters and their political party if they accept the federal funding to expand access to health care for lower-income communities and communities of color. Public perceptions of expanding social programs and the political costs of supporting bi-partisan reform also play a role. Political obstructionism harms all citizens, causing people to go without needed medical care and perpetuating inequalities in public health.  

L: Generate a List of options to solve the problem and consider the pros and cons


Organizing for change is a skill that can be taught, even though problem solving in the political arena may feel novel and uncertain for students. Stress that while there is no guarantee of a positive outcome as they tackle a problem, brainstorming effective and inclusive solutions can help stimulate deeper awareness and discussion on the need for change. According to Irving Tallman and his colleagues , this process teaches students to apply reasoning to anticipate how solutions may play out and, ultimately, arrive at an estimate of the probability of a specific result. 

That’s where the second step of PLAN comes into play: listing the possible solutions and considering the optimal plan of action to pursue. Students will revisit the background sources that they consulted during step one to consider how the actual current-event problem has been addressed over time and reflect on their own solutions. We encourage you to facilitate a whole-class discussion, guided by the following questions:

• What options did the group consider to be acceptable ways to resolve the problem?
• What do you think about their solution? 
• What would your solution be?
• What solution did they ultimately decide to pursue?

For example, here are some solutions that students may generate as they brainstorm around health care funding in Texas: 

• Launch a letter writing campaign to Senators and Congressional representatives communicating that obstructionism of federal funding to expand health care hurts all citizens and public health.
• Develop a social media-based public service announcement about the costs of refusing federal funding to expand health care, tagging state Senators and local Congressional representatives. 
• Team up with a public health advocacy organization and learn about how to support their work in key states.

Students would then weigh the pros and cons of each solution, as well as apply perspective-taking skills to consider the needs and interests of all relevant stakeholders (e.g., government officials, insurance companies, and patients) to select what they deem to be the most effective and inclusive option. In evaluating the pros and cons of all of the solutions presented above, they may determine:

• Solutions have direct routes to communicating to politicians and have a wide audience reach.
• Solutions build student’s advocacy skills and can send a clear message to lawmakers. 
• Solutions enable students to rehearse the skills of correspondence, networking, and communicating their ideas and plans with outside agencies.
• Solutions require substantial time for additional research.
• In some solutions, students may not be addressing issues in the state they live.
• In the letter-writing solution, letters lack a broad reach and the identified state(s) may already be developing reasonable alternatives to accepting federal funds to expand health care access. 
• The solutions will require efforts to be sustained over time and will demand additional time in or beyond the classroom to orchestrate.

This essential problem-solving skill will support students in making objective, thoughtful decisions. 

A: Create an Action plan to solve the problem

After students select what they assess to be the most effective solution, they collaborate with one another to develop a specific, measurable, attainable goal and a step-by-step action plan to implement the solution. Together, researchers refer to this as the solution plan. 

For example, the goal might be to develop a one-minute public service announcement about the costs of a state’s refusal to accept federal funding to expand Medicaid under the ACA.  

The step-by-step solution plan should align with the goal to resolve the problem and increase positive consequences, while minimizing potential negative effects. Your students should keep the following in mind when developing their plans:

• Make steps as specific as possible.
• Consider who is responsible for implementing each step.
• Determine how long each action step will take to execute.
• Anticipate any challenges that you may face and how you will address them.
• Identify the data that you can collect to determine whether or not your action plan was successful.

Below is a sample action plan that students may develop to meet their public service announcement goal:


• Convene a group of students to conduct research on the ACA’s expansion of Medicaid and the states that have accepted federal aid and those that refused federal aid.
• Conduct research by interviewing school nurses, county health commissioners, and the state’s Department of Health for additional content.
• Collaborate with visual arts teachers and students to design and develop the video, and course-level teacher to review the video. 
• Post the social media public service announcement on YouTube and share on social media, tagging the appropriate audiences. 

N: Evaluate the action plan by Noticing successes

The final step of PLAN involves evaluating the success of the action plan, using the evidence collected throughout in order to notice successes. As a whole class, students consider how similar problems were solved historically, as compared to the success of their plan. They also consider aspects of the plan that went well and those that could be improved upon moving forward. Connecting to past examples of social action affirms the understanding that you don’t always get it right in the initial push for change, and that the legacy and knowledge of incomplete change is passed from one generation to the next. 

A Sample Lesson

To check out how to infuse PLAN using a historic event, check out our ready-made lesson on Fredrick Douglass’s 1852 Speech: "What to the Slave is the Fourth of July?" .

Noticing successes is essential to instilling confidence in students to exercise their voice and choice by organizing for and taking social action. Research suggests that problem-solving skills help buffer against distress when people are experiencing stressful events in life. With PLAN, we have discovered that equipping our students with problem-solving skills is a strong predictor of student agency and social action . By teaching a deliberate social problem-solving strategy, we nurture hope that change can be made. 

In her 2003 Teaching Community: A Pedagogy of Hope , bell hooks reminds us of the transformative power to upend the dominant power structure by bridging the gap between complaining and hope and action: “When we only name the problem, when we state a complaint without a constructive focus or resolution, we take away hope. In this way critique can become merely an expression of profound cynicism, which then works to sustain dominator culture.”

It is not enough to witness and criticize injustice. Students need to learn how to overcome injustice by developing solutions and gaining a sense of empowerment and agency. 

About the Authors

Lauren Fullmer

Lauren Fullmer, Ed.D. , is the math curriculum chair and middle school math teacher at the Willow School in Gladstone, NJ; instructor for The Academy for Social-Emotional Learning in Schools—a partnership between Rutgers University and St. Elizabeth University—adjunct professor at the University of Dayton’s doctoral program, and a consulting field expert for the Rutgers Social-Emotional Character Development (SECD) Lab.

Laura Bond, M.A. , has served as a K–8 curriculum supervisor in central New Jersey. She has taught 6–12 Social Studies and worked as an assistant principal at both the elementary and secondary level. Currently, she is a field consultant for Rutgers Social Emotional Character Development Lab and serves on her local board of education.

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Teach social problem solving

For student year, helps students to.

• solve social problems
• become independent

Helps teachers to

• support students
• model strategies

Social problem solving is a skill that develops during the early years of school. It is the process and strategies used to analyse, understand, and respond to everyday problems, decision making, and conflicts.

Social problem solving is often fostered intuitively through interactions with others. Some students, including those on the autism spectrum, may benefit from systematic instruction in helpful strategies for social problem solving.

Social problems can be as simple as turn-taking, and as complex as bullying.

Instruction helps students to understand:

• what a social problem is 
• how to recognise a social problem
• the process to follow when a social problem occurs, and
• the strategies they could use to solve a social problem.

How the practice works

Watch this video to learn more about this practice.

Duration: 03:49

Australian Professional Standards for Teachers related to this practice

1.6 - strategies to support the full participation of students with disability

4.1 - support student participation

4.2 - manage classroom activities

4.3 - manage challenging behaviour

For further information, see  Australian Professional Standards for Teachers AITSL page

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Preparing to teach

Be proactive.

• Identify barriers to learning and social demands and put these strategies in place to reduce the likelihood of problems occurring in the first place.
• Use observations to develop a clear and comprehensive understanding of the problem(s) that the student is experiencing.
• understand possible triggers 
• be alert to any potentially challenging situations throughout the day. 
• Identify the specific strategy to teach students how to find a solution. There are several strategies available in the Resources section below.
• as a whole class
• in small groups
• individually
• a mix of above.

Use supports

• Identify and develop the visual supports required to explicitly and systematically teach a social problem solving process and keep these handy. These can be social stories, routine charts, or emotion cards for self-regulation.
• Identify appropriate storybooks and visual supports that you can incorporate in your explicit teaching to enhance student understanding. 
• role-play/rehearsal
• puppet play (check the students aren’t frightened of puppets)
• social stories
• visual prompts.

How will you:

• embed problem solving scenarios 
• model the problem solving process 
• positively encourage, support, and reinforce students to use the process to solve real-life social problems 
• share the social problem solving process with families. 

Communicate

Communicating with families will encourage generalisation of the associated strategy at home. You can also communicate the types of language used so families can use similar language at home if they like.

The turtle technique

When you have a clear understanding of the problem the student is experiencing, you can then identify and use a specific intervention process to teach the student how to find a solution. One such process is the turtle technique.  This involves teaching students the steps of how to control feelings and calm down (i.e., think like a turtle). 

You will find further templates in the resource section of this practice.

It works better if:

• the social problem solving strategy has a small number of set steps
• teachers model these steps
• students are encouraged to use to the strategy to solve their social problems whenever they occur
• language is used consistently and modelled throughout the day and at home
• visual supports are used to enhance student understanding of the strategy.

It doesn’t work if:

• the student is expected to solve a social problem when distressed or overloaded 
• the student hasn’t understood the problem solving strategy (so it will need re-teaching) 
• the problem solving strategy has too many steps. 

In the classroom

Step 1: teach social problem solving.

Explicitly and systematically teach a social problem solving strategy using visual supports.  These are available in the resources section.

You notice student A becomes frustrated when they others don't want to play the same game. You can introduce the concept of turn-taking, and establish strategies for students to determine whose turn it is, promoting fairness and equality. Student A can then independently use these strategies when this comes up again.

Step 2: Practice relaxation

Ensure that class practises relaxation skills.

Step 3: Embed and respond

Be alert to any situations throughout the day that may result in social difficulties.

Model using the strategy to solve social problems.

Support student use of the strategy in relation to their encountered social problems: 

• remain calm – personally model the skills involved
• reduce ‘talk’ and use visual cues
• deal with social difficulties in a consistent manner.

Acknowledge and positively reinforce all attempts by student to use problem-solving skills.

Step 4: Review

Wait until the student is calm and receptive before providing feedback.

Step 5: Reflect

Reflect on whether the student was able to solve the social problem independently, or whether the strategy needs to be adjusted.

Record student outcomes in order to track progress.

Note program outcomes.

Practice toolkit

Practice implementation planner template.

We know it's not always easy to keep track of what's working and what isn't. So, we've created this template for you to record and reflect on what you're doing to create more inclusive classrooms. The implementation planner contains:

• guidance around goal setting
• a reflection section (what worked, didn’t work, what to change, and next steps)
• prompting questions.

Implementation planner with examples

Set your professional learning goal for:

Benefits of goal setting.

• Goal setting guidelines
• Importance of goal setting

How to set goals

Teach social problem solving - practice brief.

Turtle Technique – 4 step problem solving process

Suri spider social story - by ncpmi, example visual support - how to choose, example visual support: playing 'round the world, example visual support: playing handball, related practices.

Model positive interactions

Teaching practice, for student years.

• build social-awareness
• interact with others

This practice is from the core research project

Learning Cycle

Set your practice implementation goal

ECE RESOURCE HUB

Early Childhood Education - Virginia​

Early Childhood Education - Resource Hub

Virginia Kindergarten Readiness Program

Advancing Effective Interactions & Instruction

Virginia Early Childhood Consultation (VECC)

Social Problem Solving

Social problem solving - preschoolers, with our support, children can work together to find solutions to their problems.

Conflicts between peers are typical in most preschool classrooms. At this age, children are still learning to understand how their actions affect others, so it is hard for them to come up with fair solutions to their conflicts.  It’s our role to practice and teach problem-solving skills and then support children as they navigate handling problems.

The problem-solving steps outlined in these modules are based on resources from the  National Center for Pyramid Model Innovations (NCPMI).

Hallmarks of This Strategy

Be proactive.

Find ways to prevent common conflicts. Can you expand popular centers or add more of an often-fought over toy? How can you minimize the time children are waiting?

Practice Problem Solving

Teach children social problem-solving skills in advance through books, puppets, games, or discussions. These can give them the tools they need to find solutions in the moment.

Give Children an Active Say

When challenging moments come up, support the problem-solving process by giving children an active say in how they might solve a problem.  

Teaching Social Problem Solving in Advance

In this lesson, we cover tips for explicitly teaching problem-solving skills in engaging and meaningful ways. 

Supporting Social Problem Solving in the Moment

In this lesson, we explore ways to support problem-solving skills in the moment when children encounter challenging social situations.

IMPLEMENT THIS STRATEGY

Additional Resources

Guide to promoting problem solving, guide to promoting problem solving (español).

Learn more about this strategy and its importance, and learn tips for trying it in your classroom.

Family Guide to Supporting Problem Solving with Others

Family guide to supporting problem solving with others (español).

Share this guide with families to communicate the strategies you're using at school. Take time to make connections between how children are supported at home and in the classroom.

A Problem-Solving Toolkit

These downloadable resources are a great way to help your students become super problem solvers.

• Problem Solving Story
• Problem Solving Story (multiple languages)
• Problem Solving Steps
• Problem Solving Steps (multiple languages )
• Solution Kit
• Solution Kit (multiple languages)

Consider Context and Culture

Problem solving can look different across classrooms, situations, and cultures. Explore culturally appropriate ways to resolve conflicts between children.

• Read this Article

EARLY CHILDHOOD INVESTIGATIONS​

A Teachable Moment

Nadia Jaboneta shares her experience using a peer conflict as an opportunity to promote equity and social justice.

• Watch the Webinar

The Solution Kit is created by and made available from the National Center for Pyramid Model Innovations (NCPMI). You can find this resource on their website at ChallengingBehavior.org.

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Teaching SEL

Social Emotional Learning Lessons for Teachers and Counselors

Social Decision Making and Problem Solving

Enhancing social-emotional skills and academic performance.

The approach known as Social Decision Making and Social Problem Solving (SDM/SPS) has been utilized since the late 1970s to promote the development of social-emotional skills in students, which is now also being applied in academic settings. This approach is rooted in the work of John Dewey (1933) and has been extensively studied and implemented by Rutgers University in collaboration with teachers, administrators, and parents in public schools in New Jersey over several decades.

SDM/SPS focuses on developing a set of skills related to social competence, peer acceptance, self-management, social awareness, group participation, and critical thinking.

The curriculum units are structured around systematic skill-building procedures, which include the following components:

• Introducing the skill concept and motivation for learning; presentation of the skill in concrete behavioral components
• Modeling behavioral components and clarifying the concept by descriptions and behavioral examples of not using the skill
• Offering opportunities for practice of the skill in “student-tested,” enjoyable activities, providing corrective feedback and reinforcement until skill mastery is approached
• Labeling the skill with a prompt or cue, to establish a “shared language” that can be used for future situations
• Assigning skill practice outside of structured lessons
• Providing follow-through activities and integrating prompts in academic content areas and everyday interpersonal situations

Connection to Academics

Integrating SDM/SPS into students’ academic work enhances their social-emotional skills while enriching their academic performance. Research consistently supports the benefits of social-emotional learning (SEL) instruction.

Readiness for Decision Making

This aspect of SDM/SPS targets the development of skills necessary for effective social decision making and interpersonal behavior across various contexts. It encompasses self-management and social awareness. A self-management unit focuses on skills such as listening, following directions, remembering, taking turns, and maintaining composure in the classroom. These skills help students regulate their emotions, control impulsivity, and develop social literacy. Students learn to recognize physical cues and situations that may trigger high-arousal, fight-or-flight reactions or dysregulated behavior. Skills taught in this domain should include strategies to regain control and engage clear thinking, such as breathing exercises, mindfulness, or techniques that activate the parasympathetic nervous system.

A social awareness unit emphasizes positive peer relationships and the skills necessary for building healthy connections. Students learn to respond positively to peers who offer praise, compliments, and express positive emotions and appreciation. Skills in this unit also include recognizing when peers need help, understanding when they should seek help from others, and learning how to ask for help themselves. Students should develop the ability to provide and receive constructive criticism and collaborate effectively with diverse peers in group settings.

Decision Making Framework – FIG TESPN

To equip students with a problem-solving framework, SDM/SPS introduces the acronym FIG TESPN. This framework guides students when faced with problems or decisions and aims to help them internalize responsible decision making. The goal is for students to apply this framework academically and personally, even in challenging and stressful situations. 

FIG TESPN stands for:

• (F)eelings are my cue to problem solve.    
• (I) have a problem.
• (G)oals guide my actions.
• (T)hink of many possible things to do.
• (E)nvision the outcomes of each solution.
• (S)elect your best solution, based on your goal.
• (P)lan, practice, anticipate pitfalls, and pursue your best solution.
• (N)ext time, what will you do – the same thing or something different?

Integration of FIG TESPN into academics

Once students have become familiar with the FIG TESPN framework, there are limitless opportunities for them to apply and practice these skills. Many of the texts students read involve characters who make decisions, face conflicts, deal with intense emotions, and navigate complex interpersonal situations. By applying the readiness skills and FIG TESPN framework to these assignments, students can meet both academic and social-emotional learning (SEL) state standards. 

Teachers and staff play a crucial role in modeling readiness skills and the use of FIG TESPN. They can incorporate these skills into their questioning techniques, encouraging individual students and groups to think critically when confronted with problems. This approach helps students internalize the problem-solving framework and develop their decision-making abilities.

By integrating social decision making and problem-solving skills into academic subjects such as social studies, social justice, ethics, and creative writing, students gain a deeper understanding of the FIG TESPN framework. The framework becomes an integral part of their learning experience and supports their growth in both academic and social-emotional domains.

SDM/SPS Applied to Literature Analysis

• Think of an event in the section of the book assigned. When and where did it happen? Put the event into words as a problem. 
• Who were the people that were involved in the problem? What were their different feelings and points of view about the problem? Why did they feel as they did? Try to put their goals into words. 
• For each person or group of people, what are some different decisions or solutions to the problem that he,she, or they thought of that might help in reaching their goals?
• For each of these ideas or options, what are all of the things that might happen next? Envision and write both short- and long-term consequences.
• What were the final decisions? How were they made? By whom? Why? Do you agree or disagree? Why?
• How was the solution carried out? What was the plan? What obstacles were met? How well was the problem solved? What did you read that supports your point of view?
• Notice what happened and rethink it. What would you have chosen to do? Why?
• What questions do you have, based on what you read? What questions would you like to be able to ask one or more of the characters? The author? Why are these questions important to you?

a simplified version…

• I will write about this character…
• My character’s problem is…
• How did your character get into this problem?
• How does the character feel?
• What does the character want to happen?
• What questions would you like to be able to ask the character you picked, one of the other characters, or the author?

SDM/SPS Applied to Social Studies 

• What is the event that you are thinking about? When and where is it happening? Put the event into words as a problem, choice, or decision.
• What people or groups were involved in the problem? What are their different feelings? What are their points of view about the problem?
• What do each of these people or groups want to have happen? Try to put their goals into words.
• For each person or group, name some different options or solutions to the problem that they think might help them reach their goals. Add any ideas that you think might help them that they might not have thought of. 
• For each option or solution you listed, picture all the things that might happen next. Envision long- and short-term consequences. 
• What do you think the final decision should be? How should it be made? By whom? Why?
• Imagine a plan to help you carry out your solution. What could you do or think of to make your solution work? What obstacles or roadblocks might keep your solution from working? Who might disagree with your ideas? Why? What else could you do?
• Rethink it. Is there another way of looking at the problem that might be better? Are there other groups, goals, or plans that come to mind?

Applying FIG TESPN to Emigration

• What countries were they leaving?
• How did they feel about leaving their countries?
• What problems were going on that made them want to leave?
• What problems would leaving the country bring about?
• What would have been their goals in leaving or staying?
• What were their options and how did they envision the results of each possibility?
• What plans did they have to make? What kinds of things got in their way at the last minute? How did they overcome the roadblocks? 
• Once they arrived in a new country, how did they feel? What problems did they encounter at the beginning? What were their first goals?

Adapted from: Fostering Social-Emotional Learning in the Classroom

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Teaching Children Social Problem-Solving Skills

We are often asked about the best strategies for helping young minds navigate the complexities of social interactions. One essential skill is social problem-solving skills. These skills empower kids to handle social challenges, build relationships, and grow into empathetic, confident individuals.

Social problem-solving skills are like a compass that guides children through the intricate landscape of human interactions. Here's why these skills are invaluable:

Conflict Resolution: These skills help children resolve conflicts peacefully and productively, preventing misunderstandings from escalating into major issues.

Empathy: Social problem-solving nurtures empathy, allowing children to better understand the feelings and perspectives of others. This forms the basis of healthy relationships.

Critical Thinking: Problem-solving encourages critical thinking and decision-making, equipping children with tools to make informed choices.

Communication: Effective problem-solving relies on clear and respectful communication, enhancing a child's ability to express themselves and comprehend others.

Teaching Social Problem-Solving Skills

Model and Explain: Children learn by example. Model effective problem-solving skills in your own interactions, and explain your thought process. For instance, if you encounter a disagreement with a colleague, share how you addressed the issue in a respectful and constructive manner.

Use Real-Life Scenarios: Utilize real-life situations to teach problem-solving. When your child faces a problem, ask open-ended questions to encourage them to think about solutions.

Use Pretend Scenarios: When reading a book, or watching a TV show or a movie, discuss how the characters worked through problems and how social problems could have been handled differently. Ask what your child might have done differently in the situation.

Role-Playing: Role-playing scenarios can be a fun way to practice problem-solving. Take on various roles and have your child navigate through different social situations.

Teach Emotional Regulation : Help children identify and manage their emotions. Emotions are often at the heart of social challenges, so teaching kids how to control and express their feelings constructively is essential.

Support Their Independence: While guidance is crucial, allow your child to take the lead in resolving their social issues whenever possible. This promotes self-reliance and problem-solving confidence.

Positive Reinforcement: Praise your child when they successfully apply problem-solving skills. Positive reinforcement encourages the repetition of these constructive behaviors.

Teaching children social problem-solving skills is an investment in their future. These skills not only empower them to navigate the intricate web of social interactions but also contribute to their emotional intelligence and self-esteem. The skills provide a transformative power in shaping confident, empathetic, and resilient individuals. By actively fostering these skills, we are helping children become adept at facing life's challenges with grace and compassion.

Related Posts

Teaching children the art of self-advocacy, the art of conversation: early development of reciprocal communication.

Problem-Solving in Elementary School

Elementary students practice problem-solving and self-questioning techniques to improve reading and social and emotional learning skills.

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In a school district in New Jersey, beginning in kindergarten each child is seen as a future problem solver with creative ideas that can help the world. Vince Caputo, superintendent of the Metuchen School District, explained that what drew him to the position was “a shared value for whole child education.”

Caputo’s first hire as superintendent was Rick Cohen, who works as both the district’s K–12 director of curriculum and principal of Moss Elementary School . Cohen is committed to integrating social and emotional learning (SEL) into academic curriculum and instruction by linking cognitive processes and guided self-talk.

Cohen’s first focus was kindergarten students. “I recommended Moss teachers teach just one problem-solving process to our 6-year-olds across all academic content areas and challenge students to use the same process for social problem-solving,” he explained.  

Reading and Social Problem-Solving

Moss Elementary classrooms use a specific process to develop problem-solving skills focused on tending to social and interpersonal relationships. The process also concentrates on building reading skills—specifically, decoding and comprehension.

Stop, Look, and Think.  Students define the problem. As they read, they look at the pictures and text for clues, searching for information and asking, “What is important and what is not?” Social problem-solving aspect: Students look for signs of feelings in others’ faces, postures, and tone of voice.

Gather Information . Next, students explore what feelings they’re having and what feelings others may be having. As they read, they look at the beginning sound of a word and ask, “What else sounds like this?” Social problem-solving aspect: Students reflect on questions such as, “What word or words describe the feeling you see or hear in others? What word describes your feeling? How do you know, and how sure are you?”

Brainstorming . Then students seek different solutions. As they read, they wonder, “Does it sound right? Does it make sense? How else could it sound to make more sense? What other sounds do those letters make?” Social problem-solving aspect: Students reflect on questions such as, “How can you solve the problem or make the situation better? What else can you think of? What else can you try? What other ideas do you have?”  

Pick the Best One.  Next, students evaluate the solution. While reading, they scan for smaller words they know within larger, more difficult words. They read the difficult words the way they think they sound while asking, “Will it make sense to other people?” Social problem-solving aspect: Students reflect on prompts such as, “Pick the solution that you think will be best to solve the problem. Ask yourself, ‘What will happen if I do this—for me, and for others involved?’”

Go . In the next step, students make a plan and act. They do this by rereading the text. Social problem-solving aspect: Students are asked to try out what they will say and how they will say it. They’re asked to pick a good time to do this, when they’re willing to try it.

Check . Finally, students reflect and revise. After they have read, they ponder what exactly was challenging about what they read and, based on this, decide what to do next. Social problem-solving aspect: Students reflect on questions such as, “How did it work out? Did you solve the problem? How did others feel about what happened? What did you learn? What would you do if the same thing happened again?”

You can watch the Moss Elementary Problem Solvers video and see aspects of this process in action.

The Process of Self-Questioning 

Moss Elementary students and other students in the district are also taught structured self-questioning. Cohen notes, “We realized that many of our elementary students would struggle to generalize the same steps and thinking skills they previously used to figure out an unknown word in a text or resolve social conflicts to think through complex inquiries and research projects.” The solution? Teach students how to self-question, knowing they can also apply this effective strategy across contexts. The self-questioning process students use looks like this:

Stop and Think. “What’s the question?”

Gather Information. “How do I gather information? What are different sides of the issue?”

Brainstorm and Choose. “How do I select, organize, and choose the information? What are some ways to solve the problem? What’s the best choice?”

Plan and Try. “What does the plan look like? When and how can it happen? Who needs to be involved?”

Check & Revise. “How can I present the information? What did I do well? How can I improve?”

The Benefits

Since using the problem-solving and self-questioning processes, the students at Moss Elementary have had growth in their scores for the last two years on the fifth-grade English language arts PARCC tests . However, as Cohen shares, “More important than preparing our students for the tests on state standards, there is evidence that we are also preparing them for the tests of life.”

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Home » Blog » General » Teaching Social Problem Solving: Free Worksheets for All Ages

Teaching Social Problem Solving: Free Worksheets for All Ages

Social problem solving skills are essential for individuals of all ages. These skills enable us to navigate social situations, resolve conflicts, and make responsible decisions. Whether you are a parent, teacher, or therapist, teaching social problem solving can greatly benefit the individuals you work with. In this blog post, we will explore the importance of social problem solving skills and provide you with free worksheets that can be used to teach and reinforce these skills.

I. Introduction

A. Importance of social problem solving skills

Social problem solving skills play a crucial role in our everyday lives. They help us build and maintain positive relationships, communicate effectively, and make informed decisions. Individuals who lack these skills may struggle with conflict resolution, have difficulty understanding others’ perspectives, and experience challenges in their personal and professional lives.

B. Overview of the blog post content

In this blog post, we will delve into the concept of social problem solving, discuss effective teaching strategies, and provide you with free worksheets that can be used to enhance social problem solving skills. These worksheets are suitable for individuals of all ages, from preschoolers to adults.

II. Understanding Social Problem Solving

A. Definition of social problem solving

Social problem solving refers to the process of identifying, analyzing, and resolving social conflicts or challenges. It involves a series of steps that enable individuals to think critically, consider alternative solutions, and make decisions that promote positive outcomes.

B. Key components of social problem solving

Social problem solving consists of several key components:

• Identifying the problem or conflict
• Gathering information and perspectives
• Generating alternative solutions
• Evaluating the potential outcomes of each solution
• Selecting and implementing the best solution
• Reflecting on the outcome and adjusting strategies if necessary

C. Benefits of developing social problem solving skills

Developing social problem solving skills can have numerous benefits, including:

• Improved communication and conflict resolution abilities
• Enhanced empathy and understanding of others’ perspectives
• Increased self-confidence and self-esteem
• Greater independence and decision-making skills
• Stronger relationships and social connections

III. Teaching Social Problem Solving

A. Strategies for teaching social problem solving

There are several effective strategies for teaching social problem solving:

• Role-playing and modeling: Engage individuals in role-playing scenarios that simulate real-life social situations. Model appropriate problem-solving strategies and encourage individuals to practice these skills.
• Direct instruction and guided practice: Provide explicit instruction on the steps involved in social problem solving. Break down complex skills into manageable steps and provide guided practice opportunities to reinforce learning.
• Collaborative problem solving: Encourage individuals to work together in groups to solve social problems. Foster collaboration, active listening, and respectful communication.

B. Incorporating social problem solving into everyday activities

Integrating social problem solving into everyday activities can help individuals generalize these skills and apply them in various contexts. Here are some examples:

• Classroom activities: Incorporate social problem solving into group projects, discussions, and conflict resolution exercises. Provide opportunities for students to practice problem-solving skills in a supportive and structured environment.
• Home activities: Encourage family members to engage in problem-solving discussions during mealtime or family meetings. Use real-life scenarios to prompt discussions and brainstorm solutions together.
• Community activities: Engage individuals in community service projects that require problem-solving skills. Encourage them to identify social issues and work collaboratively to develop solutions.

IV. Free Social Problem Solving Worksheets

A. Importance of worksheets in social problem solving

Worksheets are valuable tools for teaching and reinforcing social problem solving skills. They provide individuals with structured practice opportunities, promote critical thinking, and help them internalize problem-solving strategies.

B. Age-appropriate worksheets for different stages

It is important to use age-appropriate worksheets that align with individuals’ developmental stages. Here are some examples:

• Preschool and early elementary: Worksheets for this age group focus on basic social problem solving skills, such as identifying emotions, understanding personal boundaries, and using appropriate language.
• Upper elementary and middle school: Worksheets for this age group introduce more complex problem-solving scenarios, such as resolving conflicts with peers, making responsible decisions, and understanding the consequences of actions.
• High school and beyond: Worksheets for older individuals address topics such as managing peer pressure, navigating romantic relationships, and making ethical choices.

C. Where to find free social problem solving worksheets online

There are several reliable websites and resources where you can find free social problem solving worksheets:

• EverydaySpeech: EverydaySpeech offers a wide range of free social problem solving worksheets for individuals of all ages. Their worksheets are designed by experts in the field and cover various topics related to social problem solving.
• Education.com: Education.com provides free worksheets on social problem solving for different age groups. Their worksheets are categorized by grade level and cover a range of social and emotional skills.
• Teachers Pay Teachers: Teachers Pay Teachers is a platform where educators share and sell educational resources. You can find free social problem solving worksheets created by teachers from around the world.

V. Conclusion

A. Recap of key points discussed

Social problem solving skills are essential for individuals of all ages. They enable us to navigate social situations, resolve conflicts, and make responsible decisions. Teaching social problem solving can be achieved through strategies such as role-playing, direct instruction, and collaborative problem solving. Integrating social problem solving into everyday activities helps individuals generalize these skills.

B. Encouragement to utilize free worksheets for teaching social problem solving

Free social problem solving worksheets are valuable resources that can enhance the teaching and learning of social problem solving skills. They provide individuals with structured practice opportunities and promote critical thinking. Utilizing these worksheets can greatly benefit the individuals you work with.

C. Invitation to explore more resources on the blog

If you found this blog post helpful, I invite you to explore more resources on my blog. You will find a wealth of information and tools to support social emotional learning and the development of essential life skills.

Start your EverydaySpeech Free trial here .

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The teachings of the Social Thinking Methodology help people understand themselves and others to better navigate the social world, foster relationship development, and improve their performance at school, at home, and at work. Our unique tools break down complex social executive functioning concepts (like perspective taking) into understandable and doable parts that can be applied in any setting. For more than 25 years, our experts have been a guiding resource for schools, clinics, individuals, and families around the world, and our teachings continually evolve based on the latest research, clinical insights, and input from our neurodivergent community. Whether you're helping individuals with a diagnosis of ADHD, social communication differences, social anxiety, autism levels 1 and 2, other social, emotional, and cognitive learning differences (with diagnoses or without), or an entire classroom of neurotypically developing students—our strategies can help you help them.

The Social Thinking Methodology addresses the questions: How does the social world work, and how can we help our students better navigate to regulate within it? How do our social and emotional learners function within the social world? Our methodology fosters the development of social competencies so foundational that our work applies across cultures, ages, races, religions, mental health diagnoses, etc., and has been adopted within communities around the world. We stand committed to providing quality, practical information that is rooted in research, built upon real-world experiences, and is responsive to the needs of the people for whom it is designed to support. We are constantly learning and gaining inspiration from our clients and others we meet, so our work is ever-evolving yet remains grounded in its adherence to rigorous standards of quality.

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What is Social Thinking?

Develop Social Competencies

The Social Thinking Methodology provides evidence-based strategies to help people ages four through adult develop their social competencies, flexible thinking & social problem solving to meet their own social goals and improve:

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The Social Thinking Methodology is designed for individuals  ages four through adult  with solid language, cognitive, and learning abilities. Our work is for individuals with social emotional learning differences and/or challenges, whether neurotypical or neurodivergent (ADHD, social communication learning differences, social anxiety, twice exceptional, autism levels 1 and 2). Our work has been adopted into mainstream classrooms and districts around the world to improve social, emotional, and academic learning for all.

Our strategies are taught by a wide variety of people, including educators, clinicians, families, caregivers, college students, etc. Professionals who use our work include speech-language pathologists, special and general education teachers, social workers, counselors, clinical and school psychologists, occupational therapists, behavior specialists, school administrators, paraprofessionals, marriage and family therapists, and medical professionals, to name a few.

The Concept of Social Thinking: It’s Tied to Social Skills and Academics

Academics Are Rooted in Social Thinking

How is the Social Thinking Methodology different from every other social and emotional learning program?

Lessons, strategies, curricula, and tools can cross all 3 tiers of support

It is designed to complement and embed into academic lessons

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It avoids assumptions that all learners will learn in the same way

Social thinking is our meaning maker

Social thinking is the process by which we interpret the thoughts, beliefs, intentions, emotions, knowledge, and actions of another person along with the context of the situation to understand that person’s experience. If we are engaging or sharing space with another person, we use this information to determine how to respond to affect the thoughts that person has about us to achieve our social goals (such as being friendly to maintain a friendship, acting generous to impress a date, and seeming unfriendly to deflect attention when walking alone late at night, etc.). Social thinking is our meaning maker—it allows us to interpret the deeper meaning behind what others do in the world, and (if the situation calls for it) prompts us with how to respond. A person’s social thinking strength has a considerable effect on their relationships and success in school and at work. It affects the person’s social skills, perspective taking, self-awareness, self-regulation, critical thinking, social problem solving, play skills, reading comprehension, written expression, ability to learn and work in a group, organizational skills, etc.

The Social Thinking®–Social Competency Model (ST-SCM)Is at the Core of the Social Thinking Methodology

The goal of the Social Thinking® Methodology is to take complicated social, emotional, and academic learning processes and teach them explicitly in a way that social learners of all ages—and interventionists—can understand. Over the several decades since the Social Thinking Methodology was introduced in the mid-1990s, our work has been and continues to be, informed by many bodies of research and theory. These include, but are not limited to, social learning theory, social information processing, perspective taking, self-regulation, executive functioning, communication, autism, ADHD, sensory processing, reading comprehension, written expression, managing complex behavior, etc.

Ultimately, it became clear that the focus of our work is to teach students social competencies , which are much more than social skills or teaching students to “behave!” Through this process of integrating well-established research studies, including research on social information processing (Crick and Dodge, 1994; Beauchamp and Anderson, 2010) and thought into our methodology, we were inspired to develop the Social Thinking®–Social Competency Model (ST–SCM) .

Developers of the Social Thinking Methodology

Michelle garcia winner & dr. pamela crooke.

Michelle Garcia Winner,  MA, CCC-SLP, is the founder and CEO of Social Thinking and a globally recognized thought leader, author, speaker, and social-cognitive therapist. Over her 30-year career, she has developed the Social Thinking Methodology, along with Dr. Pamela Crooke, which provides evidence-based strategies and curricula to help individuals of all ages develop social competencies by deeply connecting social, emotional, and cognitive development. Michelle's work emphasizes the impact of social competencies on relationships, academic performance, and career success. 

Pamela Crooke , PhD, CCC-SLP, is Chief Curriculum Officer and Director of Research at Social Thinking. With extensive experience as a speech-language pathologist in the Arizona public schools and as a clinical faculty member of three universities, Pam is a renowned speaker, who has co-authored multiple award-winning books on Social Thinking with Michelle Garcia Winner in addition to co-developing the Social Thinking Methodology.

Michelle Garcia Winner and Dr. Pamela Crooke continuously update the Social Thinking Methodology based on the latest research, input from the community, and insights and evidence from clinical practice.

Social Thinking’s Three-Part Process & Social Emotional Chain Reaction

Three-part process.

1. Social thinking is our meaning maker. We observe and listen to interpret the perspectives of others. The first step to improving social thinking is to keenly observe the social world that surrounds us.

A client of Michelle Garcia Winner, a 43-year-old engineer, found this step particularly valuable. He spent time learning how to observe people to be more aware of the social situations in which he was expected to socially relate to others. He had this to say about the experience: “Observing the social interactions of others is very helpful to me as I formulate how to interact myself. I’ve learned not everyone walks with their head down avoiding eye contact all the time. I’ve learned when and how to smile. I’ve studied what makes a stranger seem approachable. In short, you have to know the rules of the game in order to play the game.”

2. When seeking to engage or simply share space with others, we use social thinking to adapt our social behaviors (social skills) effectively as a means to meet our social goals. To do this, we must learn strong self-awareness, self-monitoring, and self-control. We must learn how to adapt our physical posture depending on the context, how we use our eyes to better understand others and communicate, and tools for conversational language to relate to others.

3. Our social thinking and social skills directly impact how others feel about us. This impacts how we are treated, how we feel about others, and ultimately, how we feel about ourselves! At the end of the day, our social experience is an emotional experience. The purpose of social thinking is to produce social behavior that gives others the emotional experience you intend to give. The Social Thinking Methodology teaches people to be more aware of their feelings and emotions and better predict and relate to the emotions of others.

The Social Emotional Chain Reaction

The three-part process of social thinking leads to one of the core concepts within the Social Thinking Methodology, the Social Emotional Chain Reaction—the idea that how we act affects how others feel, how we make others feel affects how they treat us, how we are treated affects how we feel about others and ultimately how we feel about ourselves. Throughout our teaching we also highlight the fundamental idea that because we have the power to affect the thoughts, feelings, and lives of others, we have a responsibility to treat others, who pose no harm or threat to us, with kindness and respect. We are affected by others, and others are affected by us! Therefore, we must treat others well to benefit from the same treatment.

The Social Emotional Chain Reaction is at the foundation of social interaction and is at the heart of what we teach through the Social Thinking Methodology. Social Thinking (our company) teaches the Social Emotional Chain Reaction in different ways to different ages through our wide array of products—and to professionals, family members, and students, through our free library of articles and our 40 courses. One of our core treatment frameworks that teaches this concept is Social Situation Mapping , which can be used with all ages.

Social Thinking Deeply Connects Social, Emotional & Academic Learning

The Social Thinking Methodology has been a guiding resource for schools, clinics, individuals & families around the world for more than 25 years. Our resources are developed by experts in speech and language (SLPs) specializing in social cognition and dedicated to helping people of all ages reach their social goals. Instead of focusing on mastering social skills, we teach social competencies for lifelong learning, so individuals can make progress toward their self-determined goals.

Teachers, speech-language pathologists, counselors, parents, and therapists just like you have used our evidence-based lessons & strategies to teach people how to improve their social competencies, flexible thinking & social problem solving through: conversation & social connection , executive functioning , friendship & relationship development, perspective taking , self-regulation , and Social Thinking Vocabulary .

Social Thinking resources deeply connect social, emotional & academic learning for a lifetime of well-being. Our materials are helpful for students in mainstream and specialized education—they can be used in schools as part of Tiers 1, 2, and 3 support. Explore our broad range of resources by developmental age below.

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Teaching Social Problem-Solving with a Free Activity

February 3, 2018 by pathway2success 5 Comments

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Kids and young adults need to be able to problem-solve on their own. Every day, kids are faced with a huge number of social situations and challenges. Whether they are just having a conversation with a peer, working with a group on a project, or dealing with an ethical dilemma, kids must use their social skills and knowledge to help them navigate tough situations. Ideally, we want kids to make positive choices entirely on their own. Of course, we know that kids don’t start off that way. They need to learn how to collaborate, communicate, cooperate, negotiate, and self-advocate.

Social problem solving skills are critical skills to learn for kids with autism, ADHD, and other social challenges. Of course, all kids and young adults benefit from these skills. They fit perfectly into a morning meeting discussion or advisory periods for older kids. Not only are these skills that kids will use in your classroom, but throughout their entire lives. They are well worth the time to teach!

Here are 5 steps to help kids learn social problem solving skills:

1. Teach kids to communicate their feelings. Being able to openly and respectfully share emotions is a foundational element to social problem solving. Teaching I statements can be a simple and effective way to kids to share their feelings. With an I statement, kids will state, “I feel ______ when _____.” The whole idea is that this type of statement allows someone to share how their feeling without targeting or blaming anyone else. Helping kids to communicate their emotions can solve many social problems from the start and encourages positive self-expression.

2. Discuss and model empathy. In order for kids to really grasp problem-solving, they need to learn how to think about the feelings of others. Literature is a great way teach and practice empathy! Talk about the feelings of characters within texts you are reading, really highlighting how they might feel in situations and why. Ask questions like, “How might they feel? Why do you think they felt that way? Would you feel the same in that situation? Why or why not?” to help teach emerging empathy skills. You can also make up your own situations and have kids share responses, too.

3. Model problem-solving skills. When a problem arises, discuss it and share some solutions how you might go forward to fix it. For example, you might say, “I was really expecting to give the class this math assignment today but I just found out we have an assembly. This wasn’t in my plans. I could try to give part of it now or I could hold off and give the assignment tomorrow instead. It’s not perfect, but I think I’ll wait that way we can go at the pace we need to.” This type of think-aloud models the type of thinking that kids should be using when a problem comes up.

4. Use social scenarios to practice. Give a scenario and have kids consider how that person might feel in that situation. Discuss options for what that person might do to solve the problem, possible consequences for their choices, and what the best decision might be. Kids can consider themselves social detectives by using the clues and what they know about social rules to help them figure out the solution. These are especially fun in small groups to have kids discuss collaboratively. Use these free social problem solving cards to start your kids off practicing!

5. Allow kids to figure it out. Don’t come to the rescue when a child or young adult has a problem. As long as it’s not a serious issue, give them time to think about it and use their problem-solving skills on their own. Of course, it’s much easier to have an adult solve all the problems but that doesn’t teach the necessary skills. When a child comes to you asking for your help with a social problem, encourage them to think about it for five minutes before coming back to you. By that point, they might have already figured out possible solutions and ideas and might not even need you anymore.

If you are interested in helping your kids learn social problem solving skills right away, consider trying out these Social Problem Solving Task Cards . They highlight real social scenarios and situations that kids can discuss. The scenarios include a variety of locations, such as in classrooms, with family, with friends, at recess, and at lunch. This set is targeted for elementary-age learners.

Of course, older kids need social problem solving skills, too! If you work with older kids, you will love these Social Problem Solving Task Cards for Middle and High School Kids. These situations target age-appropriate issues that come up in classes, with friends, with family, in the hallway, in the cafeteria, and with online and texting.

Remember that teaching social problem skills does take a little bit of planning and effort, but it will be well worth the time! Kids will use these skills to help them make social decisions in their everyday lives now and in the future!

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February 22, 2018 at 12:03 am

Thank you for sharing>

March 3, 2018 at 8:59 am

Good thought ful

March 20, 2018 at 9:24 pm

They are not free

March 21, 2018 at 8:58 am

They are! Here is the link (it’s listed under number 4): https://www.teacherspayteachers.com/Product/Free-Social-Problem-Solving-Task-Cards-2026178 I also have a paid version with a bunch more cards (for both elementary and older kids), but that will give you the freebie. Enjoy!

July 15, 2018 at 3:41 am

Awesome way to teach the skill of social problem solving.

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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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Teaching Social Skills to Kids Who Don’t Yet Have Them

Teachers: Do your students have trouble getting along with others — and getting along with you? Do you tell them to stop doing it — but they keep on doing it? Learn to understand and teach your students with social skills problems. Learn why they have these problems and how to teach them better behavior. Read about Social Skills training and the steps to follow in implementing it.

Do any of these comments sound familiar?

"I tell him to stop doing that, but he keeps on doing it. Darn. This kid must have been raised by wolves!"

"That kid knows how she is supposed to behave. She CHOOSES to misbehave."

"I ask him what he is supposed to be doing and he can tell me. He knows better, so why isn't he doing it?"

Yep. Some kids know "intellectually" what to do, but they've never "physically" done it before. It's difficult for all of us to all-of-the-sudden display a completely different behavior than we've been showing for years. Changing a habit is no easy task. To get an idea of what it's like, try this activity:

Do now activity (Yes! Right now.)

Cross your arms on your chest. Notice how one arm goes over the other with it’s hand tucked under it’s biceps (upper arm). At the same time, the hand of the lower arm has it’s hand resting on top of the biceps of the other limb. OK, now unfold your arms and switch their positions so that the one that was on the bottom is now on the top (and vice versa). All right. It took you awhile, but you were able to do it. Feel a bit uncomfortable and odd? Now, uncross the arms and fold them again in the new way. Again. And again. In fact, for the rest of your life, do it this new way. Don’t ever make a mistake or revert to the old way.

Think that’ll be difficult? Yep. Now imagine what we are asking our socially unskilled kids to do. We’re expecting them to immediately change a behavior that is indelibly etched into their brains, feels “comfortable,” and has been “assigned” to them by others who have labeled them as the type of person who “does that thing.” Kids who display the wrong behaviors as they interact with others will have a long and arduous path to travel as they work to change to “a better way.” Thank goodness they have a patient and supportive teacher like you. You’ll support them as they struggle to show the new behavior. You’ll focus on progress rather than perfection, seeing evidence of the new rather than vestiges of the old.

Why don’t our kids have social skills?

Social skills are those communication, problem-solving, decision making, self-management, and peer relations abilities that allow one to initiate and maintain positive social relationships with others. Deficits or excesses in social behavior interfere with learning, teaching, and the classroom’s orchestration and climate. Social competence is linked to peer acceptance, teacher acceptance, inclusion success, and post school success.

Many of our youngsters never learned “appropriate behavior” for social settings-situations in which they must interact/cope with others. Perhaps they did not receive this guidance in the home, either because of lack of training by elders or another system of values & behaviors being taught. Perhaps they did have good role models in the home and neighborhood who promoted “appropriate” behavior, but didn’t pick it up as well as most kids, just like some kids learn to read without formal instruction previous to school, and some need the structured process of reading instruction.

Displaying poor social skills is likely to get one rejected by others (other kids don’t like them and won’t associate with them). Others of our kids work hard to show the new and better behaviors they’ve been told to show, but are still rejected by others, perhaps due to past reputation or maybe because others don’t like the awkward and unsure demonstration of the newly learned behaviors which don’t appear “natural.” At other times, our pupils may still fail because they have difficulty monitoring and controlling their behavior when unexpected reactions occur. They misread social cues given off by others. For example:

• Not noticing the rejection actions by others that non-verbally/verbally say, “Get lost.”
• Viewing the positive social forays of others as being threatening. If rejected because of their behavior (past or present), they’ll rarely-if ever-get the chance to display the “correct” behaviors under naturalistic circumstances and fail to incorporate them into their behavioral repertoire.

Others of our kids will not respond positively to social skills instruction because they don’t see the skills as being necessary or useful. For example:

• assisting the teacher
• avoiding conflict with adults
• disagreeing in a non-confrontational manner

The behaviors they display now seem just fine to them. They obtain the attention, objects or power they seek.

A note to teachers of students with Emotional & Behavioral Disorders (EBD)

If you are a teacher of students with behavior disorders, are you teaching social skills to your students? Are you doing so in structured daily lessons? If not, why not? The defining characteristic of kids with EBD is their inability to build and sustain positive relationships. Kids with EBD are 3 times more likely than general ed kids to be rejected because of their behavior. It’s time to use more than point systems to “manage” the behavior of these pupils. We need more than “the curriculum of control.” We must teach the skills we wish to see.

What exactly is social skills training?

If our kids don’t have ‘em, we’ve got to teach ‘em. “Social skills training” is a general term for instruction conducted in (behavioral) areas that promotes more productive/positive interaction with others. We teach social skills to students who are, at present, socially unskilled in order to promote acceptance by teachers, other adults and peers. A social skills training program might include (among other things):

• approaching others in social acceptable ways
• asking for permission rather than acting
• making and keeping friends
• sharing toys/materials
• work habits/academic survival skills
• attending to task
• following directions
• seeking attention properly
• accepting the consequences of one’s behavior
• counting to 10 before reacting
• distracting oneself to a pleasurable task
• learning an internal dialog to cool oneself down and reflect upon the best course of action
• using words instead of physical contact
• seeking the assistance of the teacher or conflict resolution team

Examples of Social Skills for Pre-Schoolers

• Skills that will help in later instruction (example: listening skills)
• Skills that enhance success in school/daycare settings (example: asking a question)
• How to make and keep friends (examples: asking for something, asking others to play)
• awareness of own and other’s feelings (called “Theory of Mind” - being able to predict how others might feel in a situation and understanding that others might not feel as you do)
• coping with negative feelings
• Positive, non-aggressive choices when faced with conflict
• what to do when you make mistakes
• handling teasing and taunting

Social skills terms/definitions

Socially skilled: the ability to respond to a given environment in a manner that produces, maintains, and enhances positive interpersonal (between people) effects. Social competence: one’s overall social functioning; a composite or multitude of generalized social skills. Social competence can be improved by teaching social behaviors/social skills.

Steps to follow in teaching social skills

Essentially, we teach social skills like we teach academics. Assess the level of the students, prepare the materials, introduce the material, model it, have them practice it, and provide feedback. If you purchase a social skills curriculum, it will probably include an assessment device, lessons, and activities. Teaching is a matter of following the directions in the kit. If you’re on your own in developing a curriculum and devising lessons, here are the specifics:

Pre-teaching

• Select the students who need training in certain skills, via assessment.
• Identify powerful re-enforcers that will motivate the students to attend to lessons and attempt new behaviors. (examples: group and/or individual points, raffle tickets, progressively moving a paper dog along the wall toward a food bowl which earns a reward.)
• Identify and specifically define the target behaviors to be taught. Decide which behaviors are needed. Define them precisely so that everyone agrees on what is to be accomplished, or what the student will be able to do/show after instruction.
• Task analyze the target behavior(s), if this listing of sequenced actions is not done for you by a packaged program.

Teaching social skills

• Create groups of 2-5 youngsters with similar skill deficits. Small groups give students a chance to observe others, practice with peers, and receive feedback.
• Remove obstacles to learning (examples: close class door, remove corrections officers.)
• Meet early in the day so that kids are attentive and have the whole day to practice what they learn in your lesson.
• Introduce the program, it’s content, and why and how it will benefit them (examples: it will help them to return to general education classes, help them obtain and keep a job, result in less trouble with teachers/parents, impress their boyfriend’s/girlfriend’s parents when they meet them, be able to convince the police to let them go if stopped).
• Set up the rules and regulations. Identify the behaviors you’ll reward during lessons-one person speaks at a time, pay attention, be positive-all of which may need to be taught in the initial lessons.
• Teach the easy-to-learn skills first to ensure student (and teacher) success and reinforcement. Use the traditional teaching model of telling and showing them.
• learn what to do when you make mistakes
• role play at least two different scenarios, displaying right and wrong behaviors
• from oneself
• from the teachers
• Practice, practice, practice through homework assignments, review sessions, assignments to real life settings, and surprise “tests.” For example, your student has been learning to handle interactions with authority figures. Send the student on an errand and have an unknown teacher confront him/her, accusing the pupil of “forging” a hall pass. See if the student performs poorly, runs, is rude, etc. The teacher can then say, “This is a test. How did you do?”
• Teach to the high status kids in your group first. Have them demonstrate the new behaviors and be rewarded. Have your lower status kids demonstrate the behaviors after the leaders do so. Make sure the lessons are interesting and fun so that kids look forward to the lessons. Start the teaching of “following directions” by having them cook, make candy or do magic tricks. Then move to more school-based examples.
• practicing in different settings and under various conditions
• prompting and coaching the student in naturally occurring situations
• having the student submit self-report forms for each class period
• meeting with the student to discuss performance throughout school or life
• Monitor the behavior outside of the lessons. Keep track of the display of the behavior for IEP documentation, motivation of the student, etc. Have the student self-monitor/self-assess in order to build internal motivation/control.
• Recognize and reward its display in everyday school situations. When you see a good situation for a student to display a “new” behavior, prompt its use with cues and hints as subtle as possible, but as strong as necessary.

Example: Pedro is going to be congratulated by the principal for being the “most improved student,” with regard to behavior. As the principal approaches, the teacher whispers into Pedro’s ear, “Remember to wipe the booger off your finger before shaking hands with Mr. Yoon.” Wording for more socially advanced student “What do we do with boogers before we shake hands?” The student must decide on correct course of action.

Social skills training helps individuals make better choices in situations.

• saying please and thank you
• dealing better with anger and frustration
• asking questions appropriately
• accepting the consequences administered by the teacher
• accepting responsibility for one’s own behavior
• dealing with losing/frustration/making a mistake/insults in an appropriate manner (without yelling or physical aggression)
• initiating a conversation with others
• accepting “No” for an answer
• joining a group activity already in progress
• making friends
• complimenting others
• understanding the feelings of others (and accepting them as valid or OK)
• compromising on issues
• cooperating with peers
• coping with taunts and verbal/physical threats/aggression from others
• seeking attention in an appropriate manner
• waiting one’s turn
• asking permission
• avoiding fighting with others
• interrupting others appropriately
• showing sportsmanship
• respecting the opinions of others
• accepting praise from others
• apologizing for wrong doing
• familiar/family/friends
• same gender
• different gender

We want to strive for the lofty goal of all of our students interacting positively with others — particularly us! In order to promote more socially skilled and appropriate actions among our pupils, we must move beyond simply telling them to stop what they are doing wrong. While we might tell them which behaviors to avoid, we then need to teach them what they should be doing in those situations.

Sometimes, the process involves pre-teaching, in which we work to prepare a pupil for the change process through a discussion of the drawbacks of displaying the present inappropriate behavior (e.g., rejection by peers, penalties from school administration), and the benefits of adopting a particular replacement for it.

Humans show specific behaviors because there is a benefit to doing so. In order to fully convince the student to change his or her ways, the benefits of the new actions must outweigh those of continuing the old patterns of behavior. The new ways must also be viewed by schoolmates as being acceptable. Often, packaged social skills programs promote social actions that, while esteemed by adults, would never be shown by any socially accepted kids in the mainstream. In that case, becoming skilled in the new behavior does little to promote acceptance and positive interactions.

As with the teaching of academics, begin with the prerequisite skills and then move on to the more advanced ones. Your curriculum will be comprised of the skills that are most important to classroom decorum and your students’ social needs.

While the teaching of social skills consumes time during the school day, over the weeks and months we gain back lost academic instructional time as our students display more acceptable behavior. Our school life becomes easier and more rewarding. The same applies to the school-based and outside lives of our students.

Related resource from our partner: 

Treatment Options for Social Skills Issues (opens in a new window)

External related content

• 7 Principles for Serving Students With Disabilities and Intersectional Identities Through Social-Em…
• When social-emotional learning leaves out students with disabilities

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Teaching Problem-Solving Skills

Many instructors design opportunities for students to solve “problems”. But are their students solving true problems or merely participating in practice exercises? The former stresses critical thinking and decision­ making skills whereas the latter requires only the application of previously learned procedures.

Problem solving is often broadly defined as "the ability to understand the environment, identify complex problems, review related information to develop, evaluate strategies and implement solutions to build the desired outcome" (Fissore, C. et al, 2021). True problem solving is the process of applying a method – not known in advance – to a problem that is subject to a specific set of conditions and that the problem solver has not seen before, in order to obtain a satisfactory solution.

Below you will find some basic principles for teaching problem solving and one model to implement in your classroom teaching.

Principles for teaching problem solving

• Model a useful problem-solving method . Problem solving can be difficult and sometimes tedious. Show students how to be patient and persistent, and how to follow a structured method, such as Woods’ model described below. Articulate your method as you use it so students see the connections.
• Teach within a specific context . Teach problem-solving skills in the context in which they will be used by students (e.g., mole fraction calculations in a chemistry course). Use real-life problems in explanations, examples, and exams. Do not teach problem solving as an independent, abstract skill.
• Help students understand the problem . In order to solve problems, students need to define the end goal. This step is crucial to successful learning of problem-solving skills. If you succeed at helping students answer the questions “what?” and “why?”, finding the answer to “how?” will be easier.
• Take enough time . When planning a lecture/tutorial, budget enough time for: understanding the problem and defining the goal (both individually and as a class); dealing with questions from you and your students; making, finding, and fixing mistakes; and solving entire problems in a single session.
• Ask questions and make suggestions . Ask students to predict “what would happen if …” or explain why something happened. This will help them to develop analytical and deductive thinking skills. Also, ask questions and make suggestions about strategies to encourage students to reflect on the problem-solving strategies that they use.
• Link errors to misconceptions . Use errors as evidence of misconceptions, not carelessness or random guessing. Make an effort to isolate the misconception and correct it, then teach students to do this by themselves. We can all learn from mistakes.

Woods’ problem-solving model

Define the problem.

• The system . Have students identify the system under study (e.g., a metal bridge subject to certain forces) by interpreting the information provided in the problem statement. Drawing a diagram is a great way to do this.
• Known(s) and concepts . List what is known about the problem, and identify the knowledge needed to understand (and eventually) solve it.
• Unknown(s) . Once you have a list of knowns, identifying the unknown(s) becomes simpler. One unknown is generally the answer to the problem, but there may be other unknowns. Be sure that students understand what they are expected to find.
• Units and symbols . One key aspect in problem solving is teaching students how to select, interpret, and use units and symbols. Emphasize the use of units whenever applicable. Develop a habit of using appropriate units and symbols yourself at all times.
• Constraints . All problems have some stated or implied constraints. Teach students to look for the words "only", "must", "neglect", or "assume" to help identify the constraints.
• Criteria for success . Help students consider, from the beginning, what a logical type of answer would be. What characteristics will it possess? For example, a quantitative problem will require an answer in some form of numerical units (e.g., $/kg product, square cm, etc.) while an optimization problem requires an answer in the form of either a numerical maximum or minimum.

Think about it

• “Let it simmer”.  Use this stage to ponder the problem. Ideally, students will develop a mental image of the problem at hand during this stage.
• Identify specific pieces of knowledge . Students need to determine by themselves the required background knowledge from illustrations, examples and problems covered in the course.
• Collect information . Encourage students to collect pertinent information such as conversion factors, constants, and tables needed to solve the problem.

Plan a solution

• Consider possible strategies . Often, the type of solution will be determined by the type of problem. Some common problem-solving strategies are: compute; simplify; use an equation; make a model, diagram, table, or chart; or work backwards.
• Choose the best strategy . Help students to choose the best strategy by reminding them again what they are required to find or calculate.

Carry out the plan

• Be patient . Most problems are not solved quickly or on the first attempt. In other cases, executing the solution may be the easiest step.
• Be persistent . If a plan does not work immediately, do not let students get discouraged. Encourage them to try a different strategy and keep trying.

Encourage students to reflect. Once a solution has been reached, students should ask themselves the following questions:

• Does the answer make sense?
• Does it fit with the criteria established in step 1?
• Did I answer the question(s)?
• What did I learn by doing this?
• Could I have done the problem another way?

If you would like support applying these tips to your own teaching, CTE staff members are here to help.  View the  CTE Support  page to find the most relevant staff member to contact. 

• Fissore, C., Marchisio, M., Roman, F., & Sacchet, M. (2021). Development of problem solving skills with Maple in higher education. In: Corless, R.M., Gerhard, J., Kotsireas, I.S. (eds) Maple in Mathematics Education and Research. MC 2020. Communications in Computer and Information Science, vol 1414. Springer, Cham. https://doi.org/10.1007/978-3-030-81698-8_15
• Foshay, R., & Kirkley, J. (1998). Principles for Teaching Problem Solving. TRO Learning Inc., Edina MN.  (PDF) Principles for Teaching Problem Solving (researchgate.net)
• Hayes, J.R. (1989). The Complete Problem Solver. 2nd Edition. Hillsdale, NJ: Lawrence Erlbaum Associates.
• Woods, D.R., Wright, J.D., Hoffman, T.W., Swartman, R.K., Doig, I.D. (1975). Teaching Problem solving Skills.
• Engineering Education. Vol 1, No. 1. p. 238. Washington, DC: The American Society for Engineering Education.

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How to Teach Problem-Solving Skills to Children and Preteens

• By Ashley Cullins

Whether it’s a toy-related conflict, a tough math equation, or negative peer pressure, kids of ALL ages face problems and challenges on a daily basis.

As parents or teachers, we can’t always be there to solve every problem for our children. In fact, this isn’t our job. Our job is to TEACH our children how to solve problems by themselves . This way, they can become confident , independent, and successful individuals.

Instead of giving up or getting frustrated when they encounter a challenge, kids with problem-solving skills manage their emotions, think creatively, and persist until they find a solution. Naturally, these abilities go hand-in-hand with a  growth mindset .

Before you continue, we thought you might like to download our FREE Your Words Matter Volume 2 Kit . With these 10 one-page parenting guides, you will know exactly how to speak to your child to help them stand up for themselves, be more confident, and develop a growth mindset.

So HOW do you teach problem-solving skills to kids?

Well, it depends on their age . As cognitive abilities and the size of the child’s challenges grow/evolve over time, so should your approach to teaching problem-solving skills.

Read on to learn key strategies for teaching problem-solving to kids, as well as some age-by-age ideas and activities.

3 General Strategies to Teach Problem-Solving at Any Age

1. model effective problem-solving .

When YOU encounter a challenge, do a “think-aloud” for the benefit of your child. MODEL how to apply the same problem-solving skills you’ve been working on together, giving the real-world examples that she can implement in her own life.

At the same time, show your child a willingness to make mistakes . Everyone encounters problems, and that’s okay. Sometimes the first solution you try won’t work, and that’s okay too!  

When you model problem-solving, explain that there are some things that are out of our control. As we're solving a problem at hand we should focus on the things we CAN actually control.

You and your child can listen to Episode 35  of the Big Life Kids Podcast to learn about focusing on what you can control.

2. Ask for Advice

Ask your kids for advice when you have a problem. This teaches them that it’s common to make mistakes and face challenges. It also gives them the opportunity to practice problem-solving skills.

Plus, when you indicate that their ideas are valued ,  they’ll gain the confidence to attempt solving problems on their own.

3. Don’t Provide “The Answer”

As difficult as it may be, allow your child to struggle, sometimes fail , and ultimately LEARN  from experiencing consequences.

Now, let’s take a look at some age-specific strategies and activities. The ages listed below are general guidelines, feel free to choose any strategies or activities that you feel will work for YOUR child.

Use Emotion Coaching

To step into a problem-solving mindset, young children need to first learn to  manage their emotions . After all, it’s difficult for a small child to logically consider solutions to a problem if he’s mid-tantrum.

One way to accomplish this is by using the  emotion coaching process  outlined by John Gottman.

First,  teach your kids that ALL emotions are acceptable. There are NO “bad” emotions. Even seemingly negative emotions like anger, sadness, and frustration can teach us valuable lessons. What matters is how we  respond  to these emotions.

Second,   follow this process:

• Step One: Naming and validating emotions.  When your child is upset, help her process the way she’s feeling. Say something like,  “I understand that you’re upset because Jessica is playing with the toy you wanted.”
• Step Two:   Processing  emotions.  Guide your child to her  calming space. If she doesn't have one, it's a good idea to create one.  Let her calm her body and process her emotions so she can problem-solve, learn, and grow. 
• Step Three: Problem Solving.  Brainstorm solutions with your child, doing more   LISTENING   than talking during the conversation. This allows your child to practice her problem-solving skills, and she’s more likely to actually implement the solutions she came up with herself.

Say, “Show Me the Hard Part”

When your child struggles or feels frustrated, try a technique suggested by mom and parenting blogger Lauren Tamm . Simply say, “Show me the hard part.”

This helps your child identify the ROOT   of the problem, making it less intimidating and easier to solve.

Repeat back what your child says,  “So you’re saying…”

Once you both understand the real problem, prompt your child to come up with solutions . “There must be some way you can fix that…” or  “There must be something you can do…”

Now that your child has identified “the hard part,” she’ll likely be able to come up with a solution. If not, help her brainstorm some ideas. You may try asking the question, “If you DID  know, what would you think?” and see what she comes up with.

Problem-Solve with Creative Play

Allow your child to choose activities and games based on her  interests . Free play provides plenty of opportunities to navigate and creatively solve problems.

Children often learn best through play. Playing with items like blocks, simple puzzles, and dress-up clothes can teach your child the process of problem-solving.

Even while playing, your child thinks critically:  Where does this puzzle piece fit? What does this do? I want to dress up as a queen. What should I wear?   Where did I put my tiara? Is it under the couch?

Problem-Solve with Storybooks

Read age-appropriate stories featuring characters who experience problems, such as:

• Ladybug Girl and Bumblebee Boy by Jacky Davis: The story of two friends who want to play together but can’t find a game to agree on. After taking turns making suggestions, they arrive at a game they both want to play: Ladybug Girl and Bumblebee Boy.
• The Curious George Series by Margaret and H.E. Rey: A curious little monkey gets into and out of dilemmas, teaching kids to find solutions to problems of their own.
• Ira Sleeps Over by Bernard Waber: Ira’s thrilled to have a sleepover at his friend Reggie’s house. But there’s one problem: Should he or should he not bring his teddy bear? It may seem small, but this is the type of early social problem your child might relate to.

Connect these experiences to similar events in your child’s own life, and ASK your child HOW the characters in these stories could solve their problems. Encourage a variety of solutions, and discuss the possible outcomes of each.

This is a form of dialogue reading , or actively ENGAGING   your child in the reading experience. Interacting with the text instead of passively listening can “turbocharge” the development of literacy skills such as comprehension in preschool-aged children.

By asking questions about the characters’ challenges, you can also give your child’s problem-solving abilities a boost.

You can even have your child role-play the problem and potential solutions to reinforce the lesson.  

For book suggestions, refer to our Top 85 Growth Mindset Books for Children & Adults list.

Teach the Problem-Solving Steps

Come up with a simple problem-solving process for your child, one that you can consistently implement. For example, you might try the following five steps:

• Step 1: What am I feeling?  Help your child understand what she’s feeling in the moment (frustration, anger, curiosity, disappointment, excitement, etc.)  Noticing and naming emotions will diffuse  their charge and give your child a chance to take a step back.
• Step 2: What’s the problem?  Guide your child to identify the specific problem. In most cases, help her take responsibility for what happened rather than pointing fingers. For instance, instead of, “Joey got me in trouble at recess,” your child might say, “I got in trouble at recess for arguing with Joey.”
• Step 3:   What are the solutions?  Encourage your child to come up with as many solutions as possible. At this point, they don’t even need to be “good” solutions. They’re just brainstorming here, not yet evaluating the ideas they’ve generated.
• Step 4: What would happen if…? What would happen if your child attempted each of these solutions? Is the solution safe and fair? How will it make others feel? You can also try role-playing at this step. It’s important for your child to consider BOTH  positive and negative consequences of her actions.
• Step 5: Which one will I try?  Ask your child to pick one or more solutions to try. If the solution didn't work, discuss WHY and move on to another one. Encourage your child to keep trying until the problem is solved. 

Consistently practice these steps so that they become second nature, and model solving problems of your own the same way.  It's a good idea to   reflect :   What worked? What didn’t? What can you do differently next time?

Problem-Solve with Craft Materials

Crafting is another form of play that can teach kids to solve problems creatively.

Provide your child with markers, modeling clay, cardboard boxes, tape, paper, etc. They’ll come up with all sorts of interesting creations and inventive games with these simple materials.

These “open-ended toys” don’t have a “right way to play,” allowing your child to get creative and generate ideas independently .

Ask Open-Ended Questions

Asking open-ended questions improves a child’s ability to think critically and creatively, ultimately making them better problem-solvers. Examples of open-ended questions include:

• How could we work together to solve this?
• How did you work it out? or How do you know that?
• Tell me about what you built, made, or created.
• What do you think will happen next?
• What do you think would happen if…?
• What did you learn?
• What was easy? What was hard?
• What would you do differently next time?

Open-ended questions have no right answer and can’t be answered with a simple “Yes” or “No.”

You can ask open-ended questions even when your child isn’t currently solving a problem to help her practice her thinking skills, which will come in handy when she does have a problem to solve.

If you need some tips on how to encourage a growth mindset in your child, don't forget to download our FREE Your Words Matter Volume 2 Kit .

Break Down Problems into Chunks

This strategy is a more advanced version of “Show me the hard part.”

The bigger your child gets, the bigger her problems get too. When your child is facing a challenge that seems overwhelming or insurmountable, encourage her to break it into smaller, more manageable chunks.

For instance, let’s say your child has a poor grade in history class. Why is the grade so low? What are the causes of this problem?

As usual, LISTEN as your child brainstorms, asking open-ended questions to help if she gets stuck.

If the low grade is the result of missing assignments, perhaps your child can make a list of these assignments and tackle them one at a time. Or if tests are the issue, what’s causing your child to struggle on exams?

Perhaps she’s distracted by friends in the class, has trouble asking for help, and doesn’t spend enough time studying at home. Once you’ve identified these “chunks,” help your child tackle them one at a time until the problem is solved.

Show “ The Broken Escalator Video ”

Discuss the importance of embracing challenges and solving problems independently with the “broken escalator video.”

In the video, an escalator unexpectedly breaks. The people on the escalator are “stuck” and yelling for help. At this age, it’s likely that your child will find the video funny and immediately offer a solution: “Just walk! Get off the escalator!”

Tell your child that this is a simple example of how people sometimes act in difficult situations. Ask, “Why do you think they didn’t get off the escalator?” (they didn’t know how, they were waiting for help, etc.)

Sometimes, your child might feel “stuck” when facing problems. They may stop and ask for help before even attempting to find a solution. Encourage your child to embrace challenges and work through problems instead.

Problem-Solve with Prompts

Provide your child or a group of children with materials such as straws, cotton balls, yarn, clothespins, tape, paper clips, sticky notes, Popsicle sticks, etc.

With just these materials, challenge your kids to solve unusual problems like:

• Make a leprechaun trap
• Create a jump ramp for cars
• Design your own game with rules
• Make a device for two people to communicate with one another

This is a fun way to practice critical thinking and creative problem-solving. Most likely, it will take multiple attempts to find a solution that works, which can apply to just about any aspect of life.

Make Them Work for It

When your child asks for a new toy, technology, or clothes, have her make a plan to obtain the desired item herself. Not only will your child have to brainstorm and evaluate solutions, but she’ll also gain confidence .

Ask your child HOW she can earn the money for the item that she wants, and encourage her as she works toward her goal .

Put It on Paper

Have your child write out their problems on paper and brainstorm some potential solutions.

But now, she takes this process a step further: After attempting each solution, which succeeded? Which were unsuccessful? Why ?

This helps your child reflect on various outcomes, learning what works and what doesn’t. The lessons she learns here will be useful when she encounters similar problems in the future.

Play Chess Together

Learning to play chess is a great way for kids to learn problem-solving AND build their brains at the same time. It requires players to use critical thinking, creativity, analysis of the board, recognize patterns, and more. There are online versions of the game, books on how to play, videos, and other resources. Don’t know how to play? Learn with your teen to connect and problem solve together!

Have Them Learn To Code

Our teens and tweens are already tech-savvy and can use their skills to solve problems by learning to code. Coding promotes creativity, logic, planning, and persistence . There are many great tools and online or in-person programs that can boost your child’s coding skills.

Encourage to Start a Meaningful Project

This project has to be meaningful to your teen, for example starting a YouTube channel. Your teen will practice problem-solving skills as they’re figuring out how to grow their audience, how to have their videos discovered, and much more. 

In the Big Life Journal - Teen Edition , there’s a section that guides them through planning their YouTube channel and beginning the problem-solving process.

Apply the SODAS Method

Looking for a game plan that your teen can employ when faced with a problem? The SODAS method can be used for big or small problems. Just remember this simple acronym and follow these ideas:

• D isadvantages
• A dvantages

Encourage to Join Problem-Solving Groups

Does your teen enjoy solving problems in a team? Have them join a group or club that helps them hone their skills in a variety of settings--from science and robotics to debating and international affairs. Some examples of groups include: 

• Odyssey of the Mind
• Debate team
• Science Olympiad

Looking for additional resources?  The Bestseller’s Bundle includes our three most popular printable kits packed with science-based activities, guides, and crafts for children. Our Growth Mindset Kit, Resilience Kit, and Challenges Kit work together as a comprehensive system designed specifically for children ages 5-11.

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25 thoughts on “ How to Teach Problem-Solving Skills to Children and Preteens ”

I love, love, love the point about emotional coaching. It’s so important to identify how children are feeling about a problem and then approach the solutions accordingly.

Thank you for putting this together. I wrote an article on problem-solving specifically from the point of view of developing a STEM aptitude in kids, if you like to check it out – https://kidpillar.com/how-to-teach-problem-solving-to-your-kids-5-8-years/

I feel that these techniques will work for my kid.. Worthy.. Thank you

I love you guys

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Social Skills Training for Adults: 10 Best Activities + PDF

Struggles with social skills in adulthood can cause avoidance of social situations and interfere with building long-lasting relationships.

Providing social skills training to clients with anxiety, fear of public speaking, and similar issues could ensure more optimal functioning.

This article provides strategies and training options for the development of various social skills. Several resources to help target specific struggles related to the development of social skills in adults are also included, and the approaches can be tailored to improve social responses in specific domains.

Before you continue, we thought you might like to download our three Positive Education Exercises for free . These ready-made tools are perfect for enhancing your teaching approach, making it easier to engage students in meaningful, student-centered learning.

This Article Contains:

Social skills training for adults explained, social skills coaching: 2 best activities, role-playing exercises: 4 scripts & examples, top 2 resources & worksheets, 4 insightful videos & podcasts, positivepsychology.com’s helpful tools, a take-home message.

Social skills training includes interventions and instructional methods that help an individual improve and understand social behavior. The goal of social skills training is to teach people about verbal and nonverbal behaviors that are involved in typical social interactions (“Social,” n.d.).

Social skills training is usually initiated when adults have not learned or been taught appropriate interpersonal skills or have trouble reading subtle cues in social interactions. These instances can also be associated with disorders that impede social development, such as autism.

Therapists who practice social skills training first focus on breaking down more complex social behaviors into smaller portions. Next, they develop an individualized program for patients, depending on what social skills they need to work on, and gradually introduce those skills to their patients, building up their confidence through gradual exposure.

For instance, a person who has trouble making eye contact because of anxiety in social situations might be given strategies to maintain eye contact by the therapist. Eye contact is the foundation for most social interaction, and interventions will often start with improving the individual’s ability to maintain eye contact.

During therapy, other challenging areas will be identified such as starting or maintaining a conversation or asking questions. Each session will focus on different activities that typically involve role-play and sometimes will take place in a group setting to simulate different social experiences.

Once confidence has been built up during therapy or social skills group settings, these social skills can be brought into daily life.

Useful assessments: Tests, checklists, questionnaires, & scales

Before engaging your clients in social skills interventions or any type of therapeutic intervention, it is important to determine if social skills therapy is a good approach to help them with their current situation.

The Is Social Skills Training Right for Me? checklist is a self-assessment opportunity for clients to determine if social skills therapy is appropriate for their specific situation or if another approach will be more beneficial.

However, self-assessment activities can sometimes be unreliable, as the individual might not fully understand the treatment models that are available to them. Additionally, if a client has issues with social skills, they may not be aware of their deficiencies in social situations.

In these situations, therapists should ask clients about the issues they are having and encourage them to engage in self-questioning during sessions.

9 Questions to ask your clients

Prior to starting social skills training or activities, the therapist and client should narrow down which areas need help. A therapist can do this by asking the client a series of questions, including:

• Where do you think you are struggling?
• Are there any social situations that make you feel anxious, upset, or nervous?
• Do you avoid any specific social situations or actions?
• Have you ever had anyone comment on your social behavior? What have they said?
• What do you think will help you improve the skills you are struggling with?

Clients can also ask themselves some questions to determine if the social skills therapy process is right for them.

These questions can include:

• What aspects of my life am I struggling with?
• Are there specific social situations or skills that I struggle with?
• Do I have trouble keeping or maintaining relationships with friends, family members, and coworkers?
• Am I avoiding specific social situations out of fear?

Getting clients to ask these questions will help determine if this process will benefit them. Having clients “buy in” to the process is important, to ensure that the approach is right for them and increase the likelihood that they will be engaged to complete activities with a reasonable degree of efficacy.

It is estimated that adults make eye contact 30–60% of the time in general conversation, increasing to 60–70% of the time when trying to form a more intimate relationship (Cognitive Development Learning Centre, 2019).

Giving people who are struggling socially the tools to make more eye contact is usually the first step in social skills training exercises.

The Strategies for Maintaining Eye Contact  worksheet provides some practical strategies and tips to practice making eye contact.

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Often, one of the most prominent struggles for people lacking social skills is starting a conversation, especially with people they are not familiar with.

Fleming (2013) details a helpful method for people who struggle with starting conversations. The ARE method can be used to initiate a conversation and gain an understanding of the person’s interests to facilitate a strong relationship.

• Anchor: Connect the conversation to your mutually shared reality (e.g., common interests) or the setting in which you encountered the individual.
• Reveal: Provide some personal context to help deepen the connection between you and the other person.
• Encourage: After giving them some context, provide the other person with positive reinforcement to encourage them to share.

This worksheet Starting a Conversation – The ARE Method guides participants through each step in the ARE process. It also provides examples of how the ARE method can be incorporated into a typical conversation and used as a workable strategy in social skills training activities.

A Guide to Small Talk: Conversation Starters and Replies  provides an outline of conversation ideas to help start any conversation, no matter the setting.

After developing the ability to start a conversation, being able to project assertiveness and understand one’s limits is essential in ensuring clear communication.

These worksheets on Different Ways to Say ‘No’ Politely and Using ‘I’ Statements in Conversation  facilitate assertive communication and give clients the confidence to set personal limits.

A lack of opportunity to learn coping strategies and difficulty with emotional regulation have been associated with anxiety and low problem-solving abilities (Anderson & Kazantzis, 2008).

An individual’s lack of ability to problem solve in social situations significantly affects their ability to come up with reasonable solutions to typical social problems, which in turn, causes them to avoid more difficult social situations.

Practicing social problem solving is a key component of social skills training. This worksheet on Social Problem Solving allows your clients to define the problems they are facing and rate the potential solutions from low to high efficacy.

Based on the rating, therapists can instruct clients to practice their social reasoning during sessions. Practicing these skills builds clients’ confidence and increases the likelihood that they will access these solutions under pressure.

Similarly, the Imagining Solutions to Social Problems worksheet implements a related process, but challenges participants to engage in a visualization activity. While engaging in visualization, participants have the opportunity to imagine what they would say or do, and reflect on what they have learned and why the solution they chose was best for that particular problem.

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The Positive Psychology Toolkit© is a groundbreaking practitioner resource containing over 500 science-based exercises , activities, interventions, questionnaires, and assessments created by experts using the latest positive psychology research.

Updated monthly. 100% Science-based.

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Supplementing modeling and practical activities with interactive audio-visual aids, such as podcasts and videos, is an essential practice in ensuring that patients seeking social skills training are getting multiple perspectives to develop their social intelligence.

Below, we have provided resources to help your clients with different social skills and situations.

An introvert’s guide to social freedom – Kaspars Breidaks

This TEDx talk focuses on providing guidelines for self-identified introverts. In this video, Breidaks frames introversion as an opportunity, rather than a weakness.

Based on his experiences moving from a small town to a big city and eventually starting improv comedy, he developed a workshop to help integrate principles of improvisation into social skills training.

His workshops focus on creating connections through eye contact and breaking through shyness by training the small talk muscle. Because of his experience, he recommends you say yes to yourself before saying yes to others. Breidaks theorizes that only by developing our awareness of our own true emotions and thoughts can we become more comfortable interacting with others.

This video is helpful if your patients need workable tips to improve their interactions with strangers and is an excellent complement to some of our worksheets on developing skills for small talk.

10 Ways to have a better conversation – Celeste Headlee

This TEDx talk is focused on tactics to have more effective conversations. In her TED talk, Headlee emphasizes the importance of honesty, clarity, and listening to others as well as yourself.

Headlee shares her ideas about how to talk and listen to others, specifically focusing on sustaining clear, coherent conversation and the importance of clear, direct communication.

She argues that technology has interfered with the development of interpersonal skills, stating that conversation is an art that is fundamentally underrated and should be emphasized more, especially among young children.

The main point Headlee tries to get across is to avoid multitasking and pontificating during conversation. Individuals who are struggling with active listening and keeping a conversation going would benefit from the tips she offers in this video, as she uses a lot of the same principles when interviewing her radio guests to ensure that she is getting the most out of their appearances.

She specifically emphasizes the importance of being continually present while talking and listening to someone, which is strongly emphasized in social skills training.

How Can I Say This – Beth Buelow

Each episode also provides techniques or approaches to help listeners become more confident when dealing with different social situations. The podcast also takes listener questions about dealing with social situations and issues.

If your clients are struggling with introducing themselves to new people, they may benefit from the episodes on talking to strangers and how to have difficult conversations.

Available on Spotify and Apple Podcasts .

Social Skills Coaching – Patrick King

King focuses on using emotional intelligence and understanding human interaction to help break down emotional barriers, improve listeners’ confidence, and equip people with the tools they need for success.

Although King’s expertise is centered on romantic relationships, this podcast provides strategies to improve one’s emotional awareness and engage in better communication.

People engaging in social skills training would benefit from the episode on social sensitivity, which examines the social dynamics of the brain. It also explains why our brains are programmed to respond more to specific traits (e.g., warmth, dominance) and why people with those traits are often elevated to higher positions within the social hierarchy.

Available on  Apple Podcasts .

Top 17 Exercises for Positive Education

Use these 17 Positive Education Exercises [PDF] to enhance student engagement, resilience, and wellbeing while also equipping students with valuable life skills.

Created by Experts. 100% Science-based.

There are several resources available on our website to complement the social skills training that you are providing to your clients.

Our Emotional Intelligence Masterclass© trains helping professionals in methodology that helps increase their client’s emotional intelligence.

The client workbook has several exercises that practitioners can give their clients to develop an awareness of their emotions and, subsequently, understand how those emotions might contribute to interactions with others.

Our Positive Psychology Toolkit© provides over 400 exercises and tools, and the Social Network Investment exercise, included in the Toolkit, focuses on reflecting on a client’s current social network. By further looking into the amount of time and investment devoted to the members of their social network, clients can further identify who is supportive of their endeavors and who negatively affects experiences.

With this knowledge, relationships can be analyzed before devoting even more time and investment that might not facilitate positive emotions.

People who struggle with initiating conversation might also have trouble talking about their emotions. Our exercise on Asking for Support , also in the Toolkit, can provide assistance to someone having trouble communicating their emotions.

It also provides strategies to practice asking for help when needed. This exercise also gives you the opportunity to identify any personal barriers that are impending your ability to seek help from others.

You might be interested in this sister article, Social Skills Training for Kids , which provides top resources for teachers.

If you want to integrate the evidence-based principles of positive psychology into the classroom, consider this collection of 17 validated positive education exercises . Use them to enhance student engagement, resilience and wellbeing while also equipping students with valuable life skills.

Improving social skills is an important skill to develop for anyone trying to facilitate professional and personal connections.

However, sometimes clients might not even realize they need targeted interventions to help with their social skills, and they might approach a therapist with other challenges around anxiety entering new situations.

For that reason, we hope this article provided valuable options for the development of social skills, with useful activities and social skills worksheets to be incorporated into your sessions.

We encourage you and your clients to explore these exercises together and engage in goal-setting tools to target areas that will benefit their daily lives, relationships, and communication.

We hope you enjoyed reading this article. Don’t forget to download our three Positive Education Exercises for free .

• Anderson, G., & Kazantzis, N. (2008). Social problem-solving skills for adults with mild intellectual disability: A multiple case study. Behaviour Change , 25 (2), 97–108. https://doi.org/10.1375/bech.25.2.97
• Cognitive Development Learning Centre. (2019). Training eye contact in communication . Retrieved May 4, 2021, from https://cognitive.com.sg/training-eye-contact-in-communication/
• Fleming, C. (2013). It’s the way you say it: Becoming articulate, well-spoken and clear (2nd ed.). Berrett-Koehler.
• Social skills training. (n.d.). In  Encyclopedia of mental disorder. Retrieved May 4, 2021, from http://www.minddisorders.com/Py-Z/Social-skills-training.html

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What our readers think.

Hello, I am trying to open the link to the ARE-method but am unable to.

Please try to access the worksheet here .

If you experience further issues with accessing the link, please let me know!

Warm regards, Julia | Community Manager

Sounds so good for my young adult. Do you know of any in person sessions, workshops, which would benefit him being in person.

I would like to know what the best book to get for my husband for him to learn social skills conversations. Thank You

check out our article “ 12 Must-Read Social Skills Books for Adults & Kids “.

Hope this helps!

Kind regards, Julia | Community Manager

Are there any online classes for people suffering with anxiety, Aspergers and a lack of social skills? This is a great article, but there are no therapists who teach social skills. These are skills that come from parents. Like me, when you have no parent or friends to teach you, what do you do? Please make an online course. I would pay to watch a course and even buy materials.

Thank you for your thoughtful comment and interest in an online course addressing anxiety, Aspergers, and social skills. I understand how challenging it can be to find the right resources, especially when traditional sources of support may not be readily available.

While we don’t currently offer an online course, we are happy to recommend a helpful resource that cater to individuals experiencing similar difficulties: Psychology Today has a great directory you can use to find therapists in your local area. Usually, the therapists provide a summary in their profile with their areas of expertise and types of issues they are used to working with.

I hope this helps.

Hello, I just found out about this website today and this is the exact type of service I need. I unfortunately cannot find any one like this that is near me or accept my insurance. And I need this fast since my quality of life is so bad, I have severe social anxiety, and never had friends or a relationship.

Hi there a lot of the links don’t work in this article? How can I access the resources?

Thanks for your question! We are working on updating all the broken links in our articles, as they can be outdated. Which specific resource are you looking for?

Maybe I can help 🙂

Kind regards, -Caroline | Community Manager

Living socially isolated, getting told I have autism ad the age of 33, I found out that I have a lot to learn about being social with people. Now knowing what my “ problem” is also gave me the drive to improve my people skills. Fearing I willing never fully understand feelings ( not even my own) all help is welcome. And this was a very helpful article. Living in a world with tips and tricks to look normal will never be easy. But you sure help me .. thank you..

AMAZING work.. .as always. Thank you !

Thank you Gabriella social skills have been a real issue for me for my whole life. There are so many helpful avenues to explore thanks this article.

Steven Cronson My brothers didn’t consider me an Aspie and made a pact to ignore me , block me I hadn’t even learned many social skills my brother a psychiatrist tried by giving me ptsd and gad a Divorce to try to get me to end my life. My wife proudly fought back and figured out how better to understand me. And I fought the awful had medicine Lexapro that I consider the devil in a pill that made me flat and losing my superpower focusing ability. I hope a producer latched on to my fascinating story of greed, over good, attack on my very life and a brother doctor that should never been one. My dad a psychiatrist made me a DDS to be respected and listened to but not even work and married off in a fake but better life. They accused me an Aspie blind to empathy. B

I’m sorry to read about your challenges with your family. It’s good that you have what sounds like a supportive ally in your wife. And indeed, medications don’t work for everyone — or it may be the case that a different medication may suit you better. Definitely raise these concerns with a trusted psychiatrist if you feel medication could help you.

As you note, it’s a harmful myth that those on the autism spectrum don’t feel empathy. And this myth unfairly stigmatises members of this community. I’m sorry to read about these accusations from your family.

On another note, if you’d like to work on your social skills, consider reaching out to support groups for those with Aspergers in your area, or seeking the support of a therapist with expertise in this area. Psychology Today has a great directory you can use to find therapists in your local area. Usually, the therapists provide a summary in their profile with their areas of expertise and types of issues they are used to working with.

I hope this helps, and I wish you all the best.

– Nicole | Community manager

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Technology-supported problem-based learning in mathematics education for pre-service teachers: a systematic literature review

• Review Paper
• Published: 19 September 2024
• Volume 4 , article number  173 , ( 2024 )

Cite this article

• Esther Kirabo   ORCID: orcid.org/0009-0001-2822-5354 1 ,
• Marjorie Sarah Kabuye Batiibwe   ORCID: orcid.org/0000-0001-9611-2952 1 ,
• Julius Shopi Mbulankende   ORCID: orcid.org/0009-0001-7336-3019 2 &
• Johan Lie 3  

Technology supported problem-based learning (TSPBL) can provide a new paradigm for instruction and eventual enhanced critical thinking skills among students. Higher education institutions invest in TSPBL-enhanced learning environments, prompting the exploration of modifications to better meet 21st-century student demands. This literature review was carried out to analyze the best available evidence worldwide so as to have an overview of the state of the current research regarding the implementation of TSPBL in mathematics education for pre-service teachers. Sixteen research articles from three recognized databases; Education Resources Information Centre (ERIC), Web of science and Science direct met the following criteria: (1) published in peer-reviewed journal; (2) focused on mathematics domain; (3) written in English; and (4) published strictly in the recent five years (2019–2023). We followed the three stages of Preferred Reporting Items for Systematic review and Meta-Analysis (PRISMA) to sustain accuracy, transparency and quality. We examined the identified TSPBL implementation procedures and its contemporary benefits to pre-service teachers, as well as the reported challenges in its implementation. The findings highlight the transformative potential of TSPBL among pre-service teachers in developing contemporary skills including critical thinking, problem-solving, creative thinking, collaboration and effective communication that emerged prominently. In addition, findings show the absence and/or inadequate digital literacy among teachers and students. Practical implications suggest a need to invest in comprehensive training programs and workshops as well as a supportive educational ecosystem to help bridge the gap and empower teachers to maximize the benefits of TSPBL approach in diverse learning contexts.

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• Artificial Intelligence

Data availability

Studies selected and/or analyzed for this review are available and marked with an asterisk (*) at the beginning of each reference in the reference list.

Abbreviations

Education Resources Information centre

Technology Supported Problem Based Learning

Problem Based Learning

Primary leaving Examination

Uganda Certificate of Education

Uganda advanced Certificate of Education

Uganda National Institute of Teacher Education

National Teachers’ Policy

Teacher Initiative for Sub-Saharan Africa

Ministry of Education and Sports

Teacher Training Institutions

Pre-service Teachers

Preferred Reporting Items for Systematic reviews and Meta-analysis

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Sincere appreciation goes to the CABUTE project scholarship fund that sponsored the corresponding author to pursue a PhD in Mathematics Education at Makerere University, Kampala, Uganda.

This work was supported by CABUTE (Capacity Building for research based Teacher Education) project at Makerere University, Kampala, Uganda.

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Kirabo, E., Batiibwe, M.S.K., Mbulankende, J.S. et al. Technology-supported problem-based learning in mathematics education for pre-service teachers: a systematic literature review. SN Soc Sci 4 , 173 (2024). https://doi.org/10.1007/s43545-024-00973-y

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