problem solving of high school students

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How Students Can Rethink Problem Solving

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

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

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

Encourage Students to Find the Problem

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

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

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

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

Shaping a Problem Makes Overcoming It More Feasible

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

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

Students Can Problem-Solve with Purpose

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

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

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

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

Put it All Together to Promote Change

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

Topic: Indigenous Issues in Canada

Question: How are Indigenous peoples impacted by racism?

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

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

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

Topic: People With Disabilities in Canada

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

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

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

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

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

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

10 Problem-Solving Scenarios for High School Students

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

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

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

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

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

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

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

1. Uninvited Guests

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

2. Communication Issues

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

3. Friendship or Personal Choice?

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

4. Peer Pressure

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

5. Team Building

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

6. Conflict Resolution

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

7. Stress Management

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

8. Time Management

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

9. Educational Resources

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

10. Financial Planning

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

Wrapping Up

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

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

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

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

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

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

Daniel Kane - [email protected]

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Not getting stuck

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

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

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

What does it mean to explicitly teach problem solving?

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

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

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

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

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

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

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

Portrait of the Problem-Solving Curriculum

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

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

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

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

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

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

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

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

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

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

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

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

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Home » Blog » General » Developing Social Skills: High School Scenarios for Problem Solving

Developing Social Skills: High School Scenarios for Problem Solving

Welcome to my blog! In today’s post, we will be discussing the importance of social skills in high school and exploring social problem-solving scenarios specifically designed for high school students. Developing strong social problem-solving skills can greatly benefit students in navigating various social situations and building positive relationships. So, let’s dive in!

Understanding Social Problem-Solving

Before we delve into the specific scenarios, let’s first understand what social problem-solving entails. Social problem-solving is the process of identifying, analyzing, and resolving social conflicts or challenges. It involves several key components, including active listening, empathy, generating multiple solutions, evaluating consequences, and implementing and reflecting on chosen solutions.

By developing social problem-solving skills, high school students can enhance their ability to communicate effectively, understand others’ perspectives, and make responsible decisions. These skills are essential for building healthy relationships, resolving conflicts, and navigating the complexities of the high school environment.

Common High School Social Scenarios

Now, let’s explore some common social scenarios that high school students often encounter. By examining these scenarios, we can better understand the challenges they face and the skills required to navigate them successfully.

Peer conflicts and disagreements

High school is a time when students are forming their identities and asserting their independence. As a result, conflicts and disagreements among peers are common. These situations require effective communication, active listening, and the ability to find mutually beneficial solutions.

Dealing with bullying or exclusion

Bullying and exclusion can have a significant impact on a student’s well-being and social development. High school students need to develop the skills to stand up against bullying, seek support from trusted adults, and foster a sense of inclusivity within their social circles.

Navigating group projects and teamwork

Group projects and teamwork are a regular part of high school academics. Students must learn to collaborate effectively, delegate tasks, and resolve conflicts that may arise within the group. These situations require strong communication, cooperation, and problem-solving skills.

Handling peer pressure and making responsible choices

Peer pressure is prevalent in high school, and students often face difficult decisions that can impact their well-being and future. Developing social problem-solving skills can empower students to make responsible choices, resist negative peer pressure, and prioritize their values and goals.

Resolving conflicts with teachers or authority figures

Conflicts with teachers or authority figures can be challenging for high school students. Resolving these conflicts requires effective communication, empathy, and the ability to find common ground. Developing these skills can help students advocate for themselves while maintaining respectful relationships.

Strategies for Developing Social Problem-Solving Skills

Now that we have explored common high school social scenarios, let’s discuss strategies for developing social problem-solving skills. These strategies can be practiced both in and outside of the classroom to enhance students’ ability to navigate social challenges effectively.

Active listening and empathy

Active listening involves fully engaging with others’ perspectives and emotions. By actively listening, students can better understand others’ needs and concerns, leading to more effective problem-solving. Empathy, on the other hand, allows students to put themselves in others’ shoes, fostering understanding and compassion.

Identifying emotions and perspectives

Understanding and identifying emotions, both in oneself and others, is crucial for effective social problem-solving. High school students should learn to recognize and manage their emotions while also considering the emotions and perspectives of those around them.

Generating multiple solutions

Encourage high school students to brainstorm multiple solutions to social problems. By considering various options, students can explore different perspectives and potential outcomes, leading to more informed decision-making.

Evaluating consequences and making informed decisions

Teach students to evaluate the potential consequences of each solution they generate. By considering the short-term and long-term effects, students can make more informed decisions that align with their values and goals.

Implementing and reflecting on chosen solutions

After selecting a solution, students should implement it and reflect on its effectiveness. This reflection allows students to learn from their experiences and make adjustments as needed. Encourage students to seek feedback from trusted adults or mentors to further enhance their problem-solving skills.

Tips for Practicing Social Problem-Solving

Now that we have discussed strategies for developing social problem-solving skills, let’s explore some practical tips for practicing these skills in real-life scenarios.

Role-playing and simulations

Role-playing and simulations provide opportunities for students to practice social problem-solving in a safe and controlled environment. Create scenarios that mirror real-life situations and encourage students to apply the strategies discussed earlier.

Collaborative problem-solving activities

Engage students in collaborative problem-solving activities that require teamwork and cooperation. These activities can be both academic and non-academic, such as group projects, community service initiatives, or team-building exercises.

Journaling and self-reflection exercises

Encourage students to keep a journal where they can reflect on their social interactions and problem-solving experiences. Journaling allows students to process their thoughts and emotions, identify areas for improvement, and track their progress over time.

Seeking guidance from trusted adults or mentors

Remind students that seeking guidance from trusted adults or mentors is a valuable resource. Encourage them to reach out to teachers, counselors, or speech-language pathologists who can provide support and guidance in developing social problem-solving skills.

Resources for Further Support

For ongoing support in developing social problem-solving skills, there are various resources available.

Books, websites, and apps for social problem-solving

There are several books, websites, and apps specifically designed to help high school students develop social problem-solving skills. These resources provide additional strategies, scenarios, and interactive activities to enhance students’ learning experience.

School-based programs and workshops

Many schools offer programs and workshops focused on social-emotional learning and problem-solving. These programs provide a structured environment for students to practice and develop their social skills alongside their peers.

Professional help from speech-language pathologists or counselors

If students are facing significant challenges in developing social problem-solving skills, seeking professional help from speech-language pathologists or counselors can be beneficial. These professionals can provide individualized support and interventions tailored to students’ specific needs.

Developing social problem-solving skills is crucial for high school students to navigate the complexities of social interactions and build positive relationships. By actively practicing and refining these skills, students can enhance their communication, empathy, and decision-making abilities. Remember, developing social problem-solving skills is an ongoing process, so be patient and persistent in your efforts. Start your EverydaySpeech Free trial today to access a wide range of resources and support for developing social problem-solving skills.

Thank you for reading, and I hope you found this post helpful! If you have any questions or would like to share your experiences, please leave a comment below. I look forward to hearing from you!

Preparing for Success: Enhancing Social Communication in Grade 12

Preparing for Success: Enhancing Social Communication in Grade 12 Key Takeaways Strong social communication skills are crucial for academic success and building meaningful relationships in Grade 12. Social communication includes verbal and non-verbal communication,...

Preparing for Success: Enhancing Social Communication in Grade 12 Preparing for Success: Enhancing Social Communication in Grade 12 As students enter Grade 12, they are on the cusp of adulthood and preparing for the next chapter of their lives. While academic success...

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March 29, 2023

Problem-Solving Activities for High School Students

Table of contents:.

Problem-solving activities are a great way to engage high school students in critical thinking. These activities can range from simple puzzles and games to complex group projects and challenges. They help students develop important skills such as communication, creativity, and decision-making. By participating in problem-solving activities, high school students can learn to approach problems in a structured and systematic way and to work effectively with others to find solutions.

The Importance of Problem-Solving Activities for High School Students

Problem-solving is a crucial skill for high school students to develop because it prepares them for the challenges they will face in their personal and professional lives. By engaging kids in problem-solving activities as early as possible, they learn to approach problems in a structured and systematic way and to work effectively with others to find solutions.

The benefits of problem-solving activities for high school students are numerous. These activities help students develop critical thinking skills , which are essential for making informed decisions and solving complex problems. Group problem-solving activities also promote engagement and collaboration, as students work together to find solutions to challenges. By participating in problem-solving activities, high school students can improve their decision-making abilities and become more confident and independent thinkers.

Ideas for Problem-Solving Activities

Here is a list of different types of problem-solving activities that teachers and schools can use to promote problem-solving, collaboration, creative and critical thinking, decision-making, and communication skills among students:

Escape room puzzle challenges: These challenges involve students working together to solve a series of puzzles in order to “escape” from a simulated scenario.
Brainstorming sessions: In these sessions, students work together to generate ideas and solutions to a given problem.
Debates: Debates involve students arguing for or against a given topic. This activity promotes communication and decision-making.
Role-play simulations: In these simulations, students take on different roles and work together to solve a simulated problem.
Creative problem-solving tasks: These tasks involve students using their creativity to find solutions to problems.
Collaborative project-based learning: In this approach, students work together on a project that involves solving a complex problem.

Another way to develop problem-solving skills is by using technology . However, it remains important to be aware of the negative influences of technology on child development. Therefore, it’s crucial to set some rules for technology at home . You can also use a parental control app like Safes to protect your child from online harm. With features like app monitoring and web filter, you can monitor their app and internet usage. You can download Safes for iOS , Android , Windows , and MacOS .

Tips for Teachers and Schools

Here are some tips on how teachers and schools can use problem-solving activities effectively to promote high school students’ problem-solving skills:

Encourage teamwork: Problem-solving activities are most effective when students work together to find solutions. Teachers can encourage collaboration by assigning students to work in groups and by providing opportunities for students to share their ideas and solutions with one another.
Offer feedback and encouragement: Teachers can help students develop their problem-solving skills by providing feedback on their performance and by offering encouragement and support. This can help students feel more confident in their abilities and more motivated to continue improving.
Use real-world problems and scenarios: Problem-solving activities are most engaging when they involve real-world problems and scenarios that students can relate to. Teachers can incorporate current events, local issues, or other relevant topics into their problem-solving activities to make them more meaningful and engaging for students.
Incorporate a variety of activities to keep students engaged: To keep students engaged and motivated, teachers can incorporate a variety of different problem-solving activities into their lesson plans. This can include puzzles, games, debates, simulations, case studies, and more.

By following these tips, teachers and schools can use problem-solving activities effectively to promote high school students’ problem-solving skills. If you want to use technology but are wary of the negative effects, you can use Safes School . With the great collection of features, you can monitor what your students are doing online and even block inappropriate content.

students holding multiple scientific prototypes

In summary, problem-solving skills are crucial for high school students to develop as they prepare for academic and professional success. By engaging in problem-solving activities students can improve their critical thinking, decision-making, problem-solving, and collaboration skills. Teachers and schools can effectively promote problem-solving skills among their students by incorporating these activities into their curriculum. By doing so, they can help prepare their students for the challenges they will face in college and in the workforce.

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10 Problem Solving Activities for High School Students

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

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

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

Marijus Auruskevicius/Shutterstock.com

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

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

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

10. Protto: Problem Lotto

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

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

9. Pulling Pockets

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

ThefotosoloNo1/Shutterstock.com

8. Solution Bee

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

7. Brainstorm Bonanza

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

6. Group Therapy

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

5. Survivor Scenarios

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

YUTTANA HONGTANSAWAT/Shutterstock.com

4. Moral Dilemma

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

Stokkete/Shutterstock.com

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

2. Quarto

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

Ballda/Shutterstock.com

1. What can you do with ______?

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

Kellis/Shutterstock.com

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

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

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Metacognitive Skills in Problem Solving of Senior High School STEM Strand Students

2019, IMRaD Journal

In order to cope with the demand of the society to produce highly skilled and professional workers in the Philippines, it is fundamental that students are aware of their metacognitive skills. Metacognitive skills help learners venture in different ways and methods possible for their learning processes, thus, will help the students develop the necessary skills needed by society and to excel in life. The main purpose of this study was to determine the significant relationship between metacognitive skills and problem-solving skills of STEM students. The descriptive-correlational design was utilized to a number of 200 students from different schools in a city. This number was taken using a proportional random sampling technique. The data were analyzed using Weighted Mean, and Pearson Product Moment Correlation. The findings revealed that the students were aware of their metacognitive skills, and not so sure about their kills in debugging strategy. There was a greater tendency that students with high conditional knowledge about cognition may also be skillful in solving problem, more so with the information management of regulation of cognition. Thus, the students with higher metacognitive skills, may also have higher problem-solving skills.

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UChicago Class Visits

National study finds in-school, high-dosage tutoring can reverse pandemic-era learning loss

Ethan bueno de mesquita appointed dean of the harris school of public policy, uchicago education lab study finds in-school, high-dosage tutoring leads to meaningful math gains.

Results from a study by the University of Chicago Education Lab and the nonprofit MDRC have shown promise in reducing the pandemic-era learning loss in students.

The preliminary results from the Personalized Learning Initiative (PLI) show that in-school high-dosage tutoring can lead to large and positive effects on student learning in math – even when delivered in the aftermath of the pandemic and in diverse academic settings.

High-dosage tutoring has been used in education for centuries, but lack of funding has poised a barrier to wide implementation. In this approach, one instructor works with one or two students at a time for several hours per week.

In this study, approximately 2,000 students in Chicago Public Schools in Illinois and Fulton County Schools in Georgia who participated in district-wide, in-school tutoring during the 2022-23 school year saw meaningful improvement in math learning. (The results for reading scores are not yet conclusive.)

Delivering tutoring during the school day – as opposed to ad-hoc, “on demand,” or after school – seems critical to realizing large gains in student learning, the Education Lab said.

These results are among the first indications that in-school high-dosage tutoring, done at scale, can effectively counteract pandemic-era learning setbacks.

‘A once-in-a-generation opportunity’

Research has highlighted the promise of high-dosage tutoring and earned the endorsement of U.S. Education Secretary Cardona . In addition, President Biden’s recently launched Improving Student Achievement Agenda centered the UChicago Education Lab’s research to announce expanded support for high-dosage tutoring.

Prior research from the University of Chicago Education Lab, in partnership with Saga Education , found that high-dosage tutoring can double or even triple student learning in a single academic year.

High-dosage tutoring also helps address what teachers report in surveys to be the two most difficult challenges of classroom teaching: variability in students’ academic levels (and hence their needs); and classroom management.

But challenges such as cost and hiring have made it difficult for school districts to implement and scale high-dosage tutoring – even with an influx of federal funding.

To overcome these barriers, the PLI works with partners to launch, scale, and evaluate high-dosage tutoring programs. To date, the PLI has allocated more than $5 million to fund the delivery of tutoring in partner sites. This includes funding outside providers that help address implementation challenges, such as scheduling tutoring sessions and optimizing the use of educational technology.

“We’ve seen firsthand the incredible impact of high-dosage tutoring on Chicago students,” said Pedro Martinez, CEO of Chicago Public Schools. “We are proud to be a founding partner of the Personalized Learning Initiative and look forward to helping other school systems across the country follow in our footsteps.”

“As our students and policymakers continue to struggle with pandemic-era learning loss, the PLI represents a once-in-a-generation opportunity to boost learning and close longstanding gaps in student achievement,” said Jens Ludwig, faculty co-director of the University of Chicago Education Lab. “The Education Lab is proud to work alongside our partners in determining how to cost-effectively deliver one of the most promising learning interventions to a student population in urgent need of support.”

The data used in this study to determine the preliminary results only covers a portion of the expected final study sample, which will be available after this school year. The Education Lab and MDRC are actively learning from these data to better inform implementation and ultimately accelerate student learning.

As a testament to these promising results, the PLI is continuing partnerships with sites in Illinois, Georgia, and New Mexico and has launched new partnerships during the 2023-2024 school year with school districts in California, Florida, North Carolina, and South Carolina. The expansion of the PLI will allow for continued analysis of different types of tutoring programs, including varied student-to-tutor ratios, management practices, and student time with technology as schools work to expand high-dosage tutoring programs. The PLI will also create a ‘playbook’ for districts nationwide, detailing how tutoring can be scaled up in different settings and at the lowest cost possible for each student while maintaining effectiveness.

“We are excited to see growing evidence supporting the effectiveness of high-dosage tutoring,” said Kevin Huffman, CEO of Accelerate , a partner in this study. “While this research is ongoing, it is important for school leaders and school system leaders to have access to interim reports as they continue to make hard decisions about how to address disparities in learning outcomes. We appreciate the leadership of the Education Lab and MDRC in this important and timely initiative and look forward to learning more from the future years of this project.”

The PLI receives substantial support from Accelerate – The National Collaborative for Accelerated Learning, which is supported by Citadel founder and CEO Kenneth C. Griffin and Griffin Catalyst; Arnold Ventures; the Bill & Melinda Gates Foundation; the Overdeck Family Foundation; and the Walton Family Foundation. Additional funding comes from the AbbVie Foundation, Crown Family Philanthropies, Citadel founder and CEO Kenneth C. Griffin and Griffin Catalyst, IMC Chicago Charitable Foundation, and Vivo Foundation.

Read the full report.

—Adapted from an article first published by the University of Chicago Education Lab.

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Analysis of student’s problem-solving ability on the materials of equation and inequality of absolute value

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Dwi Khoerunnisa , Azka Annisa Bilqis , Finola Marta Putri , M. Hafiz; Analysis of student’s problem-solving ability on the materials of equation and inequality of absolute value. AIP Conf. Proc. 5 April 2024; 3058 (1): 060034. https://doi.org/10.1063/5.0202287

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Some research results still show high school students’ low ability to solve math problems. Problem-solving is an embodiment made by students of higher-order thinking processes. This study aims to analyze the mathematical problem-solving ability of students on the subject of absolute value equations and inequalities and to find out the factors that make students difficult in solving mathematical problems. This research is quantitative research using a descriptive approach. The result of this research is the analysis of students’ mathematical problem-solving abilities on the absolute value equation material. Analysis was using the Polya concept. This research had held at SMAN 1 Parung with 34 students as research subjects. The problem-solving instrument used in this research is a problem-solving test on the absolute value equation material. It uses interviews with students who get the highest and lowest scores. This study shows that problem-solving in understanding the problem is good, with a percentage of 79%. The problem-solving step is good, with a percentage of 78%. Then, when doing problem-solving is good with a percentage of 84%. Furthermore, at the re-examination stage, it is very less, with a percentage of 21%. The results showed that 13 students are categorized as good with a percentage of 38.2% and 21 students in the good enough category with a percentage of 61.8%. In conclusion, most students are in the moderate category in solving math problems.

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100+ Clever Riddles for High School Students

Encourage creativity, critical thinking, and problem-solving.

I have no doors, but I have keys. I have no rooms, but I have space. You can enter, but you cannot leave. What am I?

Good riddles can leave high school students both stumped and laughing. Trying to solve them and find the answer encourages creativity, critical thinking, and problem-solving. It’s also a lot of fun! Want to share some with your class? Here’s a list of riddles for high school students to bring some energy to the classroom.

Riddles for High School Students

Which month has 28 days.

All months have 28 days.

A woman builds a house with all four walls facing south. A bear walks past the house. What color is the bear?

White. It is a polar bear.

Which is the sweetest and most romantic fruit?

I grow richer with alcohol but die with water. what am i, what do you break before you use it, what problem does a teacher with uncontrollable eyes have.

He cannot control his pupils.

What do you get when you mix sulfur, tungsten, and silver?

Trees are my home, but i never go inside. when i fall off a tree, i am dead. what am i, what can make an octopus laugh.

Ten-tickles.

How many books can you pack inside an empty backpack?

One. It is no longer empty after that.

I have hands, but I cannot shake your hands. I have a face, but I cannot smile at you. What am I?

What kind of food do mummies eat, i have no doors, but i have keys. i have no rooms, but i have space. you can enter, but you cannot leave. what am i.

A keyboard.

If you drop me on the ground, I survive. But if you drop me in water, I die. What am I?

What has a bottom at the top, you can hear me, but you cannot see or touch me. what am i, what is the similarity between “2 + 2 = 5” and your left hand.

Neither is right.

What sounds like a war machine but is a piece of clothing?

What is black and white and read all over.

A newspaper.

What has a thumb and fingers but is not alive?

How can a man go for eight days without sleeping.

He sleeps at night.

You live in a one-story house made entirely of redwood. What color are the stairs?

What stairs? It is a one-story house.

What do you find at the end of a line?

The letter “E.”

Name three consecutive days that aren’t the days of the week.

Yesterday, today, and tomorrow.

What is a snowman called in summer?

There are two fathers and two sons in a car. how many people are in the car.

Three people—a grandfather, a father, and a son.

What is full of holes but holds water?

My first letter is in chocolate but not in ham. my second letter is in cake and jam, and my third is in tea but not in coffee. what am i, a man shaves throughout the day, yet he has a beard. how.

He is a barber.

What has a head and a tail but no body?

An electric train is traveling from east to west, and the wind is blowing from north to south. in which direction does the smoke go.

None. Electric trains don’t produce smoke.

Which windows can’t you open literally?

The Windows on your laptop.

Kate’s mother has four daughters: Monday, Tuesday, Wednesday, and _____. What is the name of the fourth daughter?

I can fill up a room but take no space. what am i, where does divorce come before marriage.

In the dictionary.

What starts with a P and ends with an X and has hundreds of letters in between?

It is lighter than a feather, but you can’t hold it for more than two minutes. what is it.

Your breath.

What type of music do rabbits like?

What gets wetter the more it dries, which weighs more, a pound of iron bars or a pound of feathers.

They both weigh the same.

What has a neck but no head?

I am made of water, but i die when you put water on me. what am i, what is the ancient invention that allows people to see through walls, what can’t be kept until it is given, what did the math book say to the pencil.

I have a lot of problems.

What gets sharper the more you use it?

Your brain.

A farmer walks toward his field and he sees three frogs sitting on the shoulders of two rabbits. Three parrots and four mice run toward him. How many pairs of legs are going toward the field?

One pair—the farmer’s.

What goes up but never comes down?

What room has no windows or doors.

A mushroom.

Which fruit is always sad?

A blueberry.

When I am young, I am tall. I grow shorter as I become older. What am I?

What has a mouth but cannot eat and runs but has no legs, what is a teenager’s favorite phrase during math class.

“I can’t even.”

What has branches but no leaves or fruits?

What has 13 hearts but no brains.

A pack of playing cards.

Which tree can you carry in your hand?

A palm tree.

If you are running a race and you pass the person who is running second, which position are you in?

When do you go at red and stop at green.

While eating a watermelon.

What is the center of gravity?

The letter “V.”

What has no beginning, end, or middle?

What grows bigger the more you take away from it, i am smooth as silk and can be hard or soft. i fall but cannot climb. what am i, what did the angry electron say when it was repelled.

Let me atom!

What do you place on the table and cut but never eat?

What did the english book say to the algebra book.

Don’t change the subject.

What vehicle is a palindrome?

What breaks the moment you say its name, what becomes shorter when you add two letters to it.

The word “short.”

During which month do people sleep the least?

February—it has the fewest days.

The person who buys me cannot use me, and the person who uses me cannot buy or see me. What am I?

Which english word has three consecutive double letters.

Bookkeeper.

You can hear me but cannot see me. I don’t speak until you do. What am I?

What can you find in a minute or an hour but never in a day or a month.

The letter “U.”

What is the only English word with “ii” in it?

You are alone at home and sleeping. your friends ring the doorbell. they have come for breakfast. you have cornflakes, bread, jam, a carton of milk, and a bottle of juice. what will you open first, what is the only english word with “uu” in it, i am hard to find, difficult to leave, and impossible to forget. what am i, i have seas with no water, mountains with no land, and towns with no people. what am i, what did the beach say when the tide came in.

Long time, no sea.

When you have me, you want to share me. But if you share me, you don’t have me any longer. What am I?

Find the number less than 100 that is increased by one-fifth of its value when its digits are reversed..

45 (1/5*45 = 9, 9+45 = 54)

What goes all around the world but stays in one place?

Forwards i am heavy, but backward i am not. what am i, an apple is 40 cents, a banana is 60 cents, and a grapefruit is 80 cents. how much is a pear.

40 cents. The price of each fruit is calculated by multiplying the number of vowels by 20 cents.

What has one eye but cannot see?

Everyone has me but nobody can lose me. what am i, there was a plane crash and every single person died. who survived, what invention lets you look right through a wall, they come out at night without being called and are lost in the day without being stolen. what are they, what has four legs but can’t walk, what goes up when rain comes down.

An umbrella.

I am your mother’s brother’s brother-in-law. Who am I?

Your father.

What has a tongue but never talks, and has no legs but sometimes walks?

I am a vegetable that bugs stay away from. what am i, born in an instant, i tell all stories. i can be lost, but i never die. what am i, with shiny fangs, my bloodless bite will bring together what’s mostly white. what am i, a plane crashed on the border of the united states and canada. where do they bury the survivors.

Nowhere—the survivors are alive.

What type of bow can never be tied?

What can be found at the beginning of eternity, the end of time and space, and the beginning of every end, there is only one word spelled wrong in the dictionary. what is it, what begins with t, finishes with t, and has t in it, what room do ghosts avoid.

The living room.

Bonus: Christmas Riddles for High School Students

What do you call a person who is scared of santa claus.

Claustrophobic.

If a lion had a Christmas music album, what would it be called?

Jungle bells.

What keeps a Christmas tree smelling fresh?

Orna-mints.

What do elves learn in school?

The elfabet.

Which reindeer can you see in outer space?

What is your parents’ favorite christmas carol.

“Silent Night.”

Can Christmas trees knit well?

No, they always drop their needles.

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Regions & Countries

3. problems students are facing at public k-12 schools.

We asked teachers about how students are doing at their school. Overall, many teachers hold negative views about students’ academic performance and behavior.

48% say the academic performance of most students at their school is fair or poor; a third say it’s good and only 17% say it’s excellent or very good.
49% say students’ behavior at their school is fair or poor; 35% say it’s good and 13% rate it as excellent or very good.

Teachers in elementary, middle and high schools give similar answers when asked about students’ academic performance. But when it comes to students’ behavior, elementary and middle school teachers are more likely than high school teachers to say it’s fair or poor (51% and 54%, respectively, vs. 43%).

A horizontal stacked bar chart showing that many teachers hold negative views about students’ academic performance and behavior.

Teachers from high-poverty schools are more likely than those in medium- and low-poverty schools to say the academic performance and behavior of most students at their school are fair or poor.

The differences between high- and low-poverty schools are particularly striking. Most teachers from high-poverty schools say the academic performance (73%) and behavior (64%) of most students at their school are fair or poor. Much smaller shares of teachers from low-poverty schools say the same (27% for academic performance and 37% for behavior).

In turn, teachers from low-poverty schools are far more likely than those from high-poverty schools to say the academic performance and behavior of most students at their school are excellent or very good.

Lasting impact of the COVID-19 pandemic

A horizontal stacked bar chart showing that most teachers say the pandemic has had a lasting negative impact on students’ behavior, academic performance and emotional well-being.

Among those who have been teaching for at least a year, about eight-in-ten teachers say the lasting impact of the pandemic on students’ behavior, academic performance and emotional well-being has been very or somewhat negative. This includes about a third or more saying that the lasting impact has been very negative in each area.

Shares ranging from 11% to 15% of teachers say the pandemic has had no lasting impact on these aspects of students’ lives, or that the impact has been neither positive nor negative. Only about 5% say that the pandemic has had a positive lasting impact on these things.

A smaller majority of teachers (55%) say the pandemic has had a negative impact on the way parents interact with teachers, with 18% saying its lasting impact has been very negative.

These results are mostly consistent across teachers of different grade levels and school poverty levels.

Major problems at school

When we asked teachers about a range of problems that may affect students who attend their school, the following issues top the list:

Poverty (53% say this is a major problem at their school)
Chronic absenteeism – that is, students missing a substantial number of school days (49%)
Anxiety and depression (48%)

One-in-five say bullying is a major problem among students at their school. Smaller shares of teachers point to drug use (14%), school fights (12%), alcohol use (4%) and gangs (3%).

Differences by school level

A bar chart showing that high school teachers more likely to say chronic absenteeism, anxiety and depression are major problems.

Similar shares of teachers across grade levels say poverty is a major problem at their school, but other problems are more common in middle or high schools:

61% of high school teachers say chronic absenteeism is a major problem at their school, compared with 43% of elementary school teachers and 46% of middle school teachers.
69% of high school teachers and 57% of middle school teachers say anxiety and depression are a major problem, compared with 29% of elementary school teachers.
34% of middle school teachers say bullying is a major problem, compared with 13% of elementary school teachers and 21% of high school teachers.

Not surprisingly, drug use, school fights, alcohol use and gangs are more likely to be viewed as major problems by secondary school teachers than by those teaching in elementary schools.

Differences by poverty level

A dot plot showing that majorities of teachers in medium- and high-poverty schools say chronic absenteeism is a major problem.

Teachers’ views on problems students face at their school also vary by school poverty level.

Majorities of teachers in high- and medium-poverty schools say chronic absenteeism is a major problem where they teach (66% and 58%, respectively). A much smaller share of teachers in low-poverty schools say this (34%).

Bullying, school fights and gangs are viewed as major problems by larger shares of teachers in high-poverty schools than in medium- and low-poverty schools.

When it comes to anxiety and depression, a slightly larger share of teachers in low-poverty schools (51%) than in high-poverty schools (44%) say these are a major problem among students where they teach.

Discipline practices

About two-thirds of teachers (66%) say that the current discipline practices at their school are very or somewhat mild – including 27% who say they’re very mild. Only 2% say the discipline practices at their school are very or somewhat harsh, while 31% say they are neither harsh nor mild.

We also asked teachers about the amount of influence different groups have when it comes to determining discipline practices at their school.

67% say teachers themselves don’t have enough influence. Very few (2%) say teachers have too much influence, and 29% say their influence is about right.

A diverging bar chart showing that two-thirds of teachers say they don’t have enough influence over discipline practices at their school.

31% of teachers say school administrators don’t have enough influence, 22% say they have too much, and 45% say their influence is about right.
On balance, teachers are more likely to say parents, their state government and the local school board have too much influence rather than not enough influence in determining discipline practices at their school. Still, substantial shares say these groups have about the right amount of influence.

Teachers from low- and medium-poverty schools (46% each) are more likely than those in high-poverty schools (36%) to say parents have too much influence over discipline practices.

In turn, teachers from high-poverty schools (34%) are more likely than those from low- and medium-poverty schools (17% and 18%, respectively) to say that parents don’t have enough influence.

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Table of contents, ‘back to school’ means anytime from late july to after labor day, depending on where in the u.s. you live, among many u.s. children, reading for fun has become less common, federal data shows, most european students learn english in school, for u.s. teens today, summer means more schooling and less leisure time than in the past, about one-in-six u.s. teachers work second jobs – and not just in the summer, most popular.

About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

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COMMENTS

Strengthening High School Students' Problem-Solving Skills
Finding, shaping, and solving problems puts high school students in charge of their learning and bolsters critical-thinking skills. As an educator for over 20 years, I've heard a lot about critical thinking, problem-solving, and inquiry and how they foster student engagement. However, I've also seen students draw a blank when they're ...
10 Problem-Solving Scenarios for High School Students
Problem-solving scenarios offer a combination of various situations that test the thinking skills and growth mindset of high school students. The below-mentioned scenarios are perfect for implementing problem-solving skills simply by allowing open discussions and contributions by students. 1. Uninvited Guests.
The quality of high school students' problem solving from an expertise
In formal education, the importance of students' proficiency in problem-solving is increasingly being recognized. 'In modern societies, all of life is problem solving' (OECD, 2014: 26).Brant and Wales (2009) argued that in order to succeed in life, students need a number of key skills of which problem solving ability is one. This recognition of the importance of developing problem ...
Developing Problem-Solving Skills in High School Students: A
Problem-solving skills refer to the ability to identify, analyze, and solve problems effectively. These skills are not only valuable in academic settings but also in real-life situations and future careers. Developing problem-solving skills in high school students offers numerous benefits. Firstly, it enhances their critical thinking abilities ...
PDF An Analysis of the Relationship between Problem Solving Skills and ...
Similarly, students with high level problem-solving skills are expected to have strong scientific attitudes. In this aspect, it can be thought that there may be a ... Uysal (2007) conducted a study on the relationship between secondary school students' problem-solving skills, anxieties, and attitudes towards mathematics lesson. On the other ...
Don't Just Tell Students to Solve Problems. Teach Them How
The UC San Diego problem-solving curriculum, Mjahed noted, is an opportunity for students to build the skills and the confidence to learn from their failures and to work outside their comfort zone. "And from there, they see pathways to real careers," he said. Jennifer Ogo, a teacher from Kearny High School, taught the problem-solving course ...
PDF A Study of The Problem Solving Activity in High School Students
This study takes a snapshot of these elements and performs a detailed analysis, taking into account the students' gender, age, grade, GPA, or parents' education, with the purpose of discovering critical situations and making suggestions for improvement. The study gives special attention to the theory of self-regulated learning, which is an ...
Practical Social Problem Solving Scenarios for High School Students
As high school students navigate the complexities of social interactions, it is crucial for them to develop strong social problem-solving skills. These skills empower students to effectively navigate conflicts, make informed decisions, and build healthy relationships. In this blog post, we will explore practical social problem-solving scenarios ...
PDF Profile of High School Students' Problem-Solving Skills and the
Profile of High School Students' Problem-Solving Skills and the Application of Problem-Based Learning: A Preliminary Study A Ghofur 1 , *B Jatmiko 2 , I G M Sanjaya 3
Developing Social Skills: High School Scenarios for Problem Solving
Developing social problem-solving skills is crucial for high school students to navigate the complexities of social interactions and build positive relationships. By actively practicing and refining these skills, students can enhance their communication, empathy, and decision-making abilities. Remember, developing social problem-solving skills ...
High School Problem-Solving: 6 Activities That Work
Problem-solving is a crucial skill for high school students to develop because it prepares them for the challenges they will face in their personal and professional lives. By engaging kids in problem-solving activities as early as possible, they learn to approach problems in a structured and systematic way and to work effectively with others to ...
PDF Problem-based learning approach enhances the problem solving skills in
of the public high school might develop further the problem solving skills of students. Thus, the purpose of the study was to determine the effectiveness of problem-based learning using a developed problem-based learning matrix in enhancing the level of problem solving skills of Grade 9 students in a public high school in Philippines. 2 ...
Problem-solving skills of high school chemistry students
The purpose for conducting this study was to determine the general problem-solving skills that students use in solving problems involving moles, stoichiometry, the gas laws, and molarity. The strategies were examined for success in problem solving for 266 students of varying proportional reasoning ability, using interviews incorporating the ...
The mathematical problem-solving ability of junior high school students
The results of the research give an overview that mathematical problem-solving ability of students has high resilience level of mathematics which can deal with and be able to overcome obstacles and negative situations related to the problem-solving process because they can successfully coach themselves.
10 Problem Solving Activities for High School Students
2. Quarto. This two-player logic game ranks second in our list of problem solving activities for high school students. It closely-resembles Connect Four, and uses a 4×4 board and 16 different ...
PDF Problem Solving Skills of SHS Students in General Mathematics
The grade 12 Senior High School students, for being part of the study by taking the test to bring out necessary data for the research. Lastly, the researchers would like to thank the respondents ...
(PDF) Metacognitive Skills in Problem Solving of Senior High School
In this context, the researcher intended to find out the Metacognitive Skills in Problem Solving among Senior High School STEM Strand Students. METHODOLOGY This study utilized the descriptive-correlational design in describing the relationship between metacognitive skills and problem-solving among Senior High School STEM Strand Students.
National study finds in-school, high-dosage tutoring can reverse
Results from a study by the University of Chicago Education Lab and the nonprofit MDRC have shown promise in reducing the pandemic-era learning loss in students.. The preliminary results from the Personalized Learning Initiative (PLI) show that in-school high-dosage tutoring can lead to large and positive effects on student learning in math - even when delivered in the aftermath of the ...
Analysis of student's problem-solving ability on the materials of
Some research results still show high school students' low ability to solve math problems. Problem-solving is an embodiment made by students of higher-order thinking processes. This study aims to analyze the mathematical problem-solving ability of students on the subject of absolute value equations and inequalities and to find out the factors ...
Problem Solving Strategies of High School Students on Non-Routine
Investigation of how well certain students in a university high school solve non-routine problems required the use of their conceptual understanding of mathematics and their procedural knowledge of the algorithm involved in the solution showed that each student employed at least four problem-solving strategies. The main purpose of this study was to investigate how well certain students in a ...
Riddles for High School Students To Share in the Classroom
100+ Clever Riddles for High School Students. Encourage creativity, critical thinking, and problem-solving. Good riddles can leave high school students both stumped and laughing. Trying to solve them and find the answer encourages creativity, critical thinking, and problem-solving. It's also a lot of fun!
Mathematical problem-solving skills of junior high school students
Abstract. Student problem-solving skill is the focus of mathematics learning. Students are expected to have specified skills to solve mathematical problems. This study aimed to describe students' mathematical problem-solving skills at a junior high school in Calang. The method used in this study was qualitative.
Fathiya Al-Kamzari
There is a pressing need to provide students in grades 9-12 with increased opportunities to engage with real-world physics problems. Consequently, a pedagogical hybrid module, grounded in Gold Standard Project-based Learning (PjBL), has been developed to enhance cognitive learning and problem-solving skills among students in grades 9-12 in Oman.
3. Problems students are facing at public K-12 schools
Major problems at school. When we asked teachers about a range of problems that may affect students who attend their school, the following issues top the list: Poverty (53% say this is a major problem at their school) Chronic absenteeism - that is, students missing a substantial number of school days (49%) Anxiety and depression (48%) One-in ...