why are problem solving skills important for the youth

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Why problem-solving skills are important

Everybody needs to solve problems every day. But we’re not born with the skills we need to do this – we have to develop them.

When you’re solving problems, it’s good to be able to:

• listen and think calmly
• consider options and respect other people’s opinions and needs
• negotiate and work towards compromises.

These are  skills for life – they’re highly valued in both social and work situations.

When teenagers learn skills and strategies for problem-solving and sorting out conflicts by themselves, they feel good about themselves. They’re better placed to make good decisions on their own.

Problem-solving: 6 steps

Often you can solve problems by talking and negotiating.

The following 6 steps for problem-solving are useful when you can’t find a solution. You can use them to work on most problems, including difficult choices or decisions and conflicts between people.

If you practise these steps with your child at home, your child is more likely to use them with their own problems or conflicts with others.

You might like to download and use our problem-solving worksheet (PDF: 121kb). It’s a handy tool to use as you and your child work together through the 6 steps below.

1. Identify the problem

The first step in problem-solving is working out exactly what the problem is. This can help everyone understand the problem in the same way . It’s best to get everyone who’s affected by the problem together and then put the problem into words that make it solvable.

For example:

• ‘You’ve been invited to two birthday parties on the same day and you want to go to both.’
• ‘You have two big assignments due next Wednesday.’
• ‘We have different ideas about how you’ll get home from the party on Saturday.’
• ‘You and your sister have been arguing about using the Xbox.’

When you’re working on a problem with your child, it’s good to do it when everyone is calm and can think clearly. This way, your child will be more likely to want to find a solution. Arrange a time when you won’t be interrupted, and thank your child for joining in to solve the problem.

2. Think about why it’s a problem

Help your child or children describe what’s causing the problem and where it’s coming from . It might help to consider answers to questions like these:

• Why is this so important to you?
• Why do you need this?
• What do you think might happen?
• What’s upsetting you?
• What’s the worst thing that could happen?

Try to listen without arguing or debating. This is your chance to really hear what’s going on with your child. Encourage your child to use statements like ‘I need … I want … I feel …’, and try using these phrases yourself. Try to encourage your child to focus on the issue and keep blame out of this step.

Some conflict is natural and healthy, but too much isn’t a good thing. If you find you’re clashing with your child a lot, you can use conflict management strategies . This can make future conflict less likely, and it’s good for your family relationships too.

3. Brainstorm possible solutions to the problem

Make a list of all the possible ways you and your child could solve the problem. You’re looking for a range of possibilities , both sensible and not so sensible. Try to avoid judging or debating these yet.

If your child has trouble coming up with solutions, start them off with some suggestions of your own. You could set the tone by making a crazy suggestion first – funny or extreme solutions can end up sparking more helpful options. Try to come up with  at least 5 possible solutions  together.

For example, if your children are arguing about using the Xbox, here are some possible solutions:

• ‘We buy another Xbox so you don’t have to share.’
• ‘The two of you agree on when you can each use the Xbox.’
• ‘You each have set days for using the Xbox.’
• ‘You each get to use the Xbox for 30 minutes a day.’
• ‘You put away the Xbox until next year.’

Write down all your possible solutions.

4. Evaluate the solutions to the problem

Look at the pros and cons of all the suggested solutions in turn. This way, everyone will feel that their suggestions have been considered.

It might help to cross off solutions that you all agree aren’t acceptable. For example, you might all agree that leaving your children to agree on sharing the Xbox isn’t an option because they’ve already tried that and it hasn’t worked.

When you have a list of pros and cons for the remaining solutions, cross off the ones that have more negatives than positives. Now rate each solution from 0 (not good) to 10 (very good). This will help you sort out the most promising solutions.

The solution you and your child choose should be one that your child can put into practice and that could solve the problem.

If you haven’t been able to find one that looks promising, go back to step 3 and look for some different solutions. It might help to talk to other people, like other family members, to get a fresh range of ideas.

Sometimes you might not be able to find a solution that makes everyone happy. But by negotiating and compromising, you should be able to find a solution that everyone can live with.

5. Put the solution into action

Once you’ve agreed on a solution, plan exactly how it will work. It can help to do this in writing, and to include the following points:

• Who will do what?
• When will they do it?
• What’s needed to put the solution into action?

In the Xbox example, the agreed solution is ‘You each get to use the Xbox for 30 minutes a day’. Here’s how you could plan how the solution will work:

• Who will do what? Your children will have turns at different times of the day.
• When will they do it? One child will have the first turn after they finish their homework. The other child will have their turn after dinner, when their friends are playing.
• What’s needed? You need a timer, so each child knows when to stop.

You could also talk about when you’ll meet again to look at how the solution is working.

By putting time and energy into developing your child’s problem-solving skills, you send the message that you value your child’s input into important decisions and you think they’re capable of managing their own problems. This is good for your relationship with your child.

6. Evaluate the outcome of your problem-solving process

Once your child or children have put the plan into action, you need to check how it went and help them go through the process again if they need to.

Remember that your child will need to give the solution time to work and that not all solutions will work.  Sometimes they’ll need to try more than one solution. Part of effective problem-solving is being able to adapt when things don’t go as well as expected.

Ask your child the following questions:

• What has worked well?
• What hasn’t worked so well?
• What could you or we do differently to make the solution work more smoothly?

If the solution hasn’t worked, go back to step 1 of this problem-solving process and start again. Perhaps the problem wasn’t what you thought it was, or the solutions weren’t quite right.

Try to use these skills and steps when you have your own problems to solve or decisions to make. If your child sees you actively dealing with problems using this approach, they might be more likely to try it themselves.

Importance of Problem Solving Skills  and How to Nurture them in your Child

We all face problems on a daily basis. You, me—our kids aren’t even exempted. Across all different age groups, there rarely is a day when we don’t experience them.

Teaching our kids to develop resilience can help as they face these challenges. Practical problem solving skills are just as necessary to teach our kids. The methods needed to resolve problems may require other skills such as creativity, critical thinking, emotional intelligence, teamwork, decision making, etc.

Unlike with math problems, life doesn’t just come with one formula or guidebook that’s applicable to solve every little problem we face. Being adaptable to various situations is important. So is nurturing problem solving skills in your child. 

Here we’ll take a look at the importance of problem solving skills and some ways to nurture them in your child. 

Why do we need problem-solving skills?

One thing that always comes up when we speak of problem-solving skills are the benefits for one’s mental health .

Problems are often complex. This means that problem solving skills aren’t a one-size-fits-all solution to all problems.

Strengthening and nurturing this set of skills helps children cope with challenges as they come. They can face and resolve a wider variety of problems with efficiency and without resulting in a breakdown.

This will help develop your child’s independence, allowing for them to grow into confident, responsible adults. 

Another importance of problem-solving skills is its impact on relationships . Whether they be friendships, family, or business relationships, poor problem solving skills may result in relationships breaking apart.

Being able to get to the bottom of a problem and find solutions together, with all the parties involved, helps keep relationships intact and eliminate conflicts as they arise. Being adept at this skill may even help strengthen and deepen relationships.

What steps can you take to nurture your child’s problem-solving skills?

Nurturing problem-solving skills in your child requires more than just focusing on the big picture and laying out steps to resolve problems. It requires that you teach them to find and focus on a problem’s essential components.

This may challenge your child’s critical thinking and creativity, among other things. 

Critical Thinking

This refers to the ability of breaking down a complex problem and analyzing its component parts.

The ability to do that will make it easier to come up with logical solutions to almost any problem. Being able to sort through and organize that pile of smaller chunks of information helps them face problems with ease. It also prevents your child from feeling overwhelmed when a huge barrier is laid out in front of them. 

Help your child practice critical thinking by asking them questions. Open-ended questions specifically help them think outside the box and analyze the situation.

Teach them to look into possible reasons why something is the way it is. Why is the sky blue? Why are plants green? Encourage them to be curious and ask questions themselves. 

Creative thinking is being able to look at different possible reasons and solutions in the context of problem-solving. It’s coming up with ideas and finding new ways of getting around a problem. Or being open to different ways of looking at an object or scenario.

Creative thinking is best nurtured with activities that involve reflection.

Try getting your child’s viewpoint on topics that may have different answers or reasons for taking place. Get them in the habit of brainstorming ideas, doing story-telling activities, and reading books. All of these help broaden a person’s thinking and flex their creative muscles.

Encourage Independence 

It’s important to retain your role as an observer, supporter, or facilitator. Step back and let your kids try out their own solutions. Watch what happens while ensuring their safety and well-being.

As an observer, you encourage independence by stepping back and watching how your child resolves the problem in their own way. It may take longer than it would if you jumped in, but leaving them to their own devices can do a lot for nurturing their skills at problem solving. 

Support your child by appreciating and acknowledging their efforts. Create a space where they can freely and effectively express their ideas without fear of judgement. Present them with opportunities to play and solve problems on their own. Encourage them to express themselves by brainstorming activities that they might want to do instead of telling them what to do.

These simple steps of overseeing your child can help them become more independent and be resilient enough to tackle problems on their own. 

Here at Early Childhood University , we value the importance of enhancing problem solving skills, creativity and critical thinking. Send your little ones to a school that focuses on a child’s holistic development. Give us a call for more information. 

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Decision making/problem solving with teens.

We make decisions every day, big and little. Decision making is an important skill to teach to children of all ages, because parents want children to grow up to be independent, responsible, happy adults. Some research has shown that those who are able to evaluate a situation and make a decision are often more successful in life. Decision making skills should start early with giving young children small choices between two options. However, as children turn into teens they will need to learn to make more decisions as they develop independence. Learning and using a decision making and problem solving process will help teens grow toward this goal.

Teens need to make more and more of the decisions affecting them. They will learn and grow from their successes and their mistakes. If parents make most of the decisions for them, they will not be ready to take on this task as they become adults.

How can you, as a parent, help them learn decision making skills? Teach them how to work through the steps in decision making and let them make decisions. Frequently you may be involved in the process, and you can model appropriate actions. This is also a great opportunity to open communication between you and your child.

Six Steps to Decision Making/Problem Solving

1. Identify and define the problem. Consider what an optimal outcome or goal might be.

2. List possible options/alternatives.

Use a brainstorming technique where you put a lot of ideas on paper. It is important to let the teen come up with the first idea and put it down even if it doesn't seem workable to you. If they can't seem to get started (give them time to think first), ask if you may make a suggestion. Making it silly or outlandish may encourage them to be free to say their ideas.

Keep going until you can't think of any more ideas/options. Remember not to be judgmental. This is just a gathering of ideas.

3. Evaluate the options.

Let the teen evaluate the options, with you there for guidance, support, and encouragement. If you see a point they are not thinking of, ask them if you can bring up a point. By asking their permission to bring up a point, they are more likely to really listen to your point and not consider it a lecture or put down of their ideas and thought process.

Having the teen ask the following questions can help them evaluate their options: Is it unkind? Is it hurtful? Is it unfair? Is it dishonest? Is it in line with the goal?

4. Choose one option.

It is important that the solution to the problem does not create a problem for someone else.

5. Make a plan and do it.

This is probably the most difficult step. If their choice is not acceptable to the other person, they may need to go back to the list of options.

6. Evaluate the problem and solution.

This is probably the most neglected step in decision making but it is critical to the learning process. Look at: What brought the problem about? Can a similar problem be prevented in the future? How was the present problem solved? They can feel good about their success—or learn and take ownership of looking for another solution. Avoid saying, "I told you so," if their solution didn't work.

Cooperative Problem Solving

Cooperative problem solving is a way to deal with disagreements between parent and teen. It builds on the six-step decision making model.

1. Present the problem.

2. Look for agreements that lead to solutions.

At every point, parents should look for agreement. Watch out for when it changes from "let's work this out" to "let's fight."

3. Gather information on the perceptions of everyone concerned.

For example: A teen doesn't do a chore when you ask him/her or gets very angry with you. It is often best to wait until a later time when you are both calm. Ask the teen how he/she feels about doing the chores. The teen may reply something like, "It wasn't a good time for me."

4. Stick to the issue and listen.

Instead of replying with a sarcastic comment like, "It never seems to be a good time," try reflecting their feelings: "So you were busy at the time?" When kids start sharing their feelings, parents need to listen carefully for the feelings underneath the words. They may not be used to sharing feelings and may be wary that a lecture is coming. He or she might reply, "Yes, I hate it when you say ‘Do it now.'" Parent: "Oh, I didn't know you felt that way. Do you have any other feelings about it?"

5. Keep asking: "Is there anything else?"

It is important to keep asking this question until it all comes out. Otherwise you'll probably be dealing with surface issues rather than deeper issues. Use responses that reflect what they have just said to see if you are understanding: "So that's your least favorite chore?" Then ask: "Is there anything else?"

6. Reflect your understanding.

See if you can summarize and say back to your teen in a calm, neutral voice what he/she just said to you. If your teen says that isn't what he/she meant, ask him/her to clarify. By this point the parent should be aware of how their teen is feeling about the issue and probably others.

7. Share your perceptions.

One way to guarantee a nonreceptive teen audience is to share your perceptions with your kids before asking if they are willing to listen. There is something magical about getting their permission first that invites listening and cooperation. After they have agreed to listen, share your perceptions of the problem. Remain calm and do not put them down. Just share your feelings.

8. Ask your teen to reflect their understanding.

Parent: "Can you tell me what you just heard me say?" Let them respond. It is helpful for a parent to respond that they weren't criticizing them, but just sharing their feelings. Also state that you realize that it may be different for them and that's okay.

9. Brainstorm for solutions.

Now you both have shared thoughts and feelings and had them respected by the other (validated). It's time to ask the question, "Could we see if we can come up with some ideas we can both live with?" Then brainstorm ideas.

• Agree on a solution.
• Set a date for evaluation.
• Follow through.

A parent's role is to teach children. By being respectful they learn respect. By following through on our commitments and being responsible, they learn responsibility. We teach through example. The old saying, "Do as I say, not as I do," doesn't cut it nor does it bring the desired outcome.

Teen brains are still in construction. Parents also must realize that though this decision making is an important skill to teach and to learn, teens are still more likely to make snap decisions and act on impulse.

American Academy of Child and Adolescent Psychiatry. (2017). The Teen Brain: Behavior, Problem Solving and Decision Making. Facts for Families. aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/The-Teen-Brain-Behavior-Problem-Solving-and-Decision-Making-095.aspx .

Coloroso, B. (1994). Kids are worth it!: Giving your child the gift of inner discipline . William Morrow Paperbacks.

Nelson, J., & Lott, L. (1994). Positive Discipline for Teenagers (1st ed.). Prima Publishing.

Reviewed and edited by Kara Newby, Program Coordinator, Family and Consumer Sciences.

CFAES provides research and related educational programs to clientele on a nondiscriminatory basis. For more information, visit cfaesdiversity.osu.edu. For an accessible format of this publication, visit cfaes.osu.edu/accessibility.

Copyright © 2010, The Ohio State University

Why Every Educator Needs to Teach Problem-Solving Skills

Strong problem-solving skills will help students be more resilient and will increase their academic and career success .

Want to learn more about how to measure and teach students’ higher-order skills, including problem solving, critical thinking, and written communication?

Problem-solving skills are essential in school, careers, and life.

Problem-solving skills are important for every student to master. They help individuals navigate everyday life and find solutions to complex issues and challenges. These skills are especially valuable in the workplace, where employees are often required to solve problems and make decisions quickly and effectively.

Problem-solving skills are also needed for students’ personal growth and development because they help individuals overcome obstacles and achieve their goals. By developing strong problem-solving skills, students can improve their overall quality of life and become more successful in their personal and professional endeavors.

Problem-Solving Skills Help Students…

   develop resilience.

Problem-solving skills are an integral part of resilience and the ability to persevere through challenges and adversity. To effectively work through and solve a problem, students must be able to think critically and creatively. Critical and creative thinking help students approach a problem objectively, analyze its components, and determine different ways to go about finding a solution.  

This process in turn helps students build self-efficacy . When students are able to analyze and solve a problem, this increases their confidence, and they begin to realize the power they have to advocate for themselves and make meaningful change.

When students gain confidence in their ability to work through problems and attain their goals, they also begin to build a growth mindset . According to leading resilience researcher, Carol Dweck, “in a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.”

    Set and Achieve Goals

Students who possess strong problem-solving skills are better equipped to set and achieve their goals. By learning how to identify problems, think critically, and develop solutions, students can become more self-sufficient and confident in their ability to achieve their goals. Additionally, problem-solving skills are used in virtually all fields, disciplines, and career paths, which makes them important for everyone. Building strong problem-solving skills will help students enhance their academic and career performance and become more competitive as they begin to seek full-time employment after graduation or pursue additional education and training.

  Resolve Conflicts

In addition to increased social and emotional skills like self-efficacy and goal-setting, problem-solving skills teach students how to cooperate with others and work through disagreements and conflicts. Problem-solving promotes “thinking outside the box” and approaching a conflict by searching for different solutions. This is a very different (and more effective!) method than a more stagnant approach that focuses on placing blame or getting stuck on elements of a situation that can’t be changed.

While it’s natural to get frustrated or feel stuck when working through a conflict, students with strong problem-solving skills will be able to work through these obstacles, think more rationally, and address the situation with a more solution-oriented approach. These skills will be valuable for students in school, their careers, and throughout their lives.

    Achieve Success

We are all faced with problems every day. Problems arise in our personal lives, in school and in our jobs, and in our interactions with others. Employers especially are looking for candidates with strong problem-solving skills. In today’s job market, most jobs require the ability to analyze and effectively resolve complex issues. Students with strong problem-solving skills will stand out from other applicants and will have a more desirable skill set.

In a recent opinion piece published by The Hechinger Report , Virgel Hammonds, Chief Learning Officer at KnowledgeWorks, stated “Our world presents increasingly complex challenges. Education must adapt so that it nurtures problem solvers and critical thinkers.” Yet, the “traditional K–12 education system leaves little room for students to engage in real-world problem-solving scenarios.” This is the reason that a growing number of K–12 school districts and higher education institutions are transforming their instructional approach to personalized and competency-based learning, which encourage students to make decisions, problem solve and think critically as they take ownership of and direct their educational journey.

Problem-Solving Skills Can Be Measured and Taught

Research shows that problem-solving skills can be measured and taught. One effective method is through performance-based assessments which require students to demonstrate or apply their knowledge and higher-order skills to create a response or product or do a task.

What Are Performance-Based Assessments?

With the No Child Left Behind Act (2002), the use of standardized testing became the primary way to measure student learning in the U.S. The legislative requirements of this act shifted the emphasis to standardized testing, and this led to a  decline in nontraditional testing methods .

But   many educators, policy makers, and parents have concerns with standardized tests. Some of the top issues include that they don’t provide feedback on how students can perform better, they don’t value creativity, they are not representative of diverse populations, and they can be disadvantageous to lower-income students.

While standardized tests are still the norm, U.S. Secretary of Education Miguel Cardona is encouraging states and districts to move away from traditional multiple choice and short response tests and instead use performance-based assessment, competency-based assessments, and other more authentic methods of measuring students abilities and skills rather than rote learning. 

Performance-based assessments  measure whether students can apply the skills and knowledge learned from a unit of study. Typically, a performance task challenges students to use their higher-order skills to complete a project or process. Tasks can range from an essay to a complex proposal or design.

Preview a Performance-Based Assessment

Want a closer look at how performance-based assessments work?  Preview CAE’s K–12 and Higher Education assessments and see how CAE’s tools help students develop critical thinking, problem-solving, and written communication skills.

Performance-Based Assessments Help Students Build and Practice Problem-Solving Skills

In addition to effectively measuring students’ higher-order skills, including their problem-solving skills, performance-based assessments can help students practice and build these skills. Through the assessment process, students are given opportunities to practically apply their knowledge in real-world situations. By demonstrating their understanding of a topic, students are required to put what they’ve learned into practice through activities such as presentations, experiments, and simulations. 

This type of problem-solving assessment tool requires students to analyze information and choose how to approach the presented problems. This process enhances their critical thinking skills and creativity, as well as their problem-solving skills. Unlike traditional assessments based on memorization or reciting facts, performance-based assessments focus on the students’ decisions and solutions, and through these tasks students learn to bridge the gap between theory and practice.

Performance-based assessments like CAE’s College and Career Readiness Assessment (CRA+) and Collegiate Learning Assessment (CLA+) provide students with in-depth reports that show them which higher-order skills they are strongest in and which they should continue to develop. This feedback helps students and their teachers plan instruction and supports to deepen their learning and improve their mastery of critical skills.

Explore CAE’s Problem-Solving Assessments

CAE offers performance-based assessments that measure student proficiency in higher-order skills including problem solving, critical thinking, and written communication.

• College and Career Readiness Assessment (CCRA+) for secondary education and
• Collegiate Learning Assessment (CLA+) for higher education.

Our solution also includes instructional materials, practice models, and professional development.

We can help you create a program to build students’ problem-solving skills that includes:

• Measuring students’ problem-solving skills through a performance-based assessment    
• Using the problem-solving assessment data to inform instruction and tailor interventions
• Teaching students problem-solving skills and providing practice opportunities in real-life scenarios
• Supporting educators with quality professional development

Get started with our problem-solving assessment tools to measure and build students’ problem-solving skills today! These skills will be invaluable to students now and in the future.

Ready to Get Started?

Learn more about cae’s suite of products and let’s get started measuring and teaching students important higher-order skills like problem solving..

• Provide Psychosocial Skills Training and Cognitive Behavioral Interventions

What to Know

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

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

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

What Can Schools Do?

Promote acceptance and commitment to change.

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

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

Provide Cognitive Behavioral Interventions

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

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

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

Engage Students in Coping Skills Training Groups

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

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

• Journey of Hope
• High School Transition Program

Focus on Equity

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

Implementation Tips

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

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

Want to Learn More?

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

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

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Home » Resources » How Teens Can Improve Problem-Solving Skills

How Teens Can Improve Problem-Solving Skills

• By Signet Education
• December 14, 2022

Parenting a teenager is one of life’s biggest and most important challenges. Sometimes, it can be downright confounding! 

In some ways, teenagers seem like they’re already adults. In other ways, they’re very much just kids, and their brains are still developing . This dichotomy leaves many parents in a constant state of uncertainty, wondering when to offer structured guidance and when to give their teens freedom and agency to make their own decisions. 

With college admissions on the horizon, parents feel significant pressure to ensure that their teens are prepared for the next phase in their lives. 

One common concern parents voice to our team here at Signet is that their kids haven’t yet learned how to problem-solve effectively. They fear their kids are behind in developing this critical skill and wonder what they can do to support them. 

At Signet, our academic coaching service is designed around problem-solving for teens. Let’s take a closer look at why problem-solving is so important for teens to master and how parents and other adults can help. 

Problem-Solving for Teens: Why It’s Important 

Learning how to solve problems is essential during the teenage years because, for the first time in their lives, teens are actually having to make decisions that could have long-term implications. 

The stakes feel incredibly high. College admissions are looming. Grades matter more than ever. Students wonder what the heck they’re going to do with their lives. 

Freshmen and sophomores might not feel the full existential weight of these realities quite yet. However, by the time they reach junior and senior years, they’ll officially be in it —and if they’ve never had to solve a problem on their own up to that point, they might flounder.

Building problem-solving skills as early as possible helps students get to the end of high school prepared to address significant matters with confidence and purpose.  

It’s not that teens who don’t master these skills will be totally unsuccessful. It’s more likely that their parents will drive them through making major decisions, and as a result, they won’t have a good sense of meaning and direction in their lives. These are the young adults who may wake up one day and wonder, in the words of David Byrne, “How did I get here?” 

When Students Struggle to Solve Problems

Problem-solving is about more than simply fixing an issue; it’s about making good decisions. 

Students may struggle to solve problems in various areas of their lives. Contrary to popular belief, many students actually feel more comfortable solving problems in an academic setting than in their personal lives because they have more agency and freedom at school. When parents are too overbearing at home, teens often adopt the mentality that they have no control, so why even bother? 

Similarly, many students perform well in school and get good grades but struggle in their social lives because they lack confidence. 

Of course, some students face difficulties in every area of their lives. For example, kids with ADHD and executive function challenges often feel misunderstood by those around them. The so-called typical approach to problem-solving may not work for them in quite the same way, and they’ll need extra support to become more confident in their abilities. 

Encouraging Teens to Solve Problems Independently 

When encouraging teens to solve problems independently, one tried-and-true strategy academic coaches use is asking open-ended questions. 

Imagine that you—the parent—are shining a flashlight into the dark room of your teen’s problem. What do they see? What happens if they look in that corner over there? Do they perhaps need to turn around and observe the room from a different perspective? The goal is to bring a teen into a state of self-reflection. 

At the end of this exploration, empower your teen by asking them: “ What are you going to do?” Providing them with the solution should be the last resort—and even then, we recommend posing suggestions and encouraging your teen to make their choice.  

Failure is part of the process

Sometimes, students solve a problem inadequately on their own and fail. That’s okay! Building problem-solving skills is a journey. Rather than aiming for perfection right out of the gate, students (and parents!) must trust the process, which involves making a plan, testing it out, and adjusting when something doesn’t work as planned. 

Ultimately, students will learn from their failures and mistakes, and they’ll build confidence and resilience by overcoming difficult situations. 

Providing space for growth 

Another piece of advice we give parents is not to assume they’ve got a better answer to a problem than their teen does! Parents may have an idea of how something should be done and get frustrated because their teen isn’t doing it that way. 

But when you let your teen find their own answers, you’ll be pleasantly surprised at the outcome. It’s extremely rewarding to see a kid put the pieces together and learn to solve a problem or make a decision on their own. With a little bit of space, there is endless potential for growth! 

Building Problem-Solving Skills Through Academic Coaching

Students who need a little extra support in improving their problem-solving skills can benefit significantly from academic coaching . Signet’s academic coaching method focuses closely on developing the executive functions necessary for solving problems and making important decisions independently. 

We empower students to set and work toward goals that matter to them, providing the support they need to be successful. Students leave the experience feeling more motivated, confident, and self-actualized. 

Our student-centered approach doesn’t just show up in our academic coaching services. It guides us in every service we offer, from subject tutoring to test prep to college admissions consulting . We’re committed to helping students build all the critical skills they need to carry them through high school, college, and beyond. 

If you’d like to learn more about academic coaching or one of Signet’s other offerings, we’re only a phone call away. Let’s connect to discuss your student’s goals and develop a plan of action customized to their unique needs. Contact us today to start the conversation ! 

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Life Challenges and Barriers to Help Seeking: Adolescents’ and Young Adults’ Voices of Mental Health

Lisa hellström.

1 Department of School Development and Leadership, Malmö University, 211 19 Malmö, Sweden

Linda Beckman

2 Department of Health Sciences, Public Health Science, Karlstad University, 651 88 Karlstad, Sweden; [email protected]

Associated Data

The data presented in this study are available on request from the corresponding author. The data are not publicly available due to ethical reasons.

Listening to the voices of adolescents and young adults regarding their lived experiences could be a way to identify important skills and abilities for adaptive and positive behaviour that will enable youth to deal effectively with the demands and challenges of everyday life. Hence, the aim with the current study is to explore the experiences and understandings of the life situation among adolescents and young adults of today, by making their voices heard in regards to mental health and help-seeking behaviour. A total of 6 group interviews were conducted with 22 adolescents and young adults (13 girls and 9 boys) ages 17–25 (M = 18.6 years). Data analysis was conducted using qualitative content analysis and resulted in two categories and five subcategories. The first category, Life challenges, included views on the sources of mental health, how to manage different types of relationships, and thoughts on accepted ways to express mental health problems. The second category, The need of present adults, highlighted important aspects for seeking help, such as an expressed need to be seen and heard by adults including parents, school staff, and other professionals as well as a need for adults’ increased availability. The challenges to students’ well-being and mental health are many, and there are no simple solutions. Based on the results in this study, life skills training should include elements to enhance the development of individual coping strategies, to be applied when life feels tough and when the body is experiencing stress reactions. Further, to minimize the risk of self-stigma and the internalization of negative stereotypes and self-blame, life skills training should include elements to increase knowledge of structural factors that have effects on the life situation as well as parents, school personnel, and other important adults.

1. Introduction

The number of young people experiencing mental health problems has increased dramatically. Approximately half of all 15-year olds in Sweden report recurring psychosomatic health problems, which is higher than any other Nordic country [ 1 , 2 , 3 ]. At the time of this study, a global pandemic of the coronavirus (COVID-19) has affected the health of people all around the world in different ways. Countries have adopted different strategies and restrictions to stop the spread, in many cases leading to isolation among adolescents and young adults, which, in turn, might worsen the already upward trend of mental illness. The long-term effects of the pandemic on mental health are under research [ 4 ]. The idea of a mental health crisis among young people is now firmly rooted in society and has been accepted by the public, politicians, officials, and practitioners who deal with young people’s health [ 5 ]. However, the state of mental health among young people is not clear-cut. While self-reported mental ill-health is increasing both nationally and internationally, levels of well-being are stable and serious psychiatric diagnoses have not increased significantly [ 6 , 7 ]. Recent research shows that 15-year-olds’ understanding of mental health (e.g., what it is, how it is manifested and where the distinction between mental health and everyday challenges should be drawn) is complex and variant [ 5 ]. Many young people also report a lack of willingness and knowledge of where to seek help if needed. Children and young people’s own voices are crucial to understanding their world and the aspects that contribute to their everyday functioning [ 8 ]. Children and young people are experts in their own lives and their voices need to be heard regarding their lived experiences in order to fully grasp the richness of their well-being experiences [ 9 ] as well as demands and everyday challenges.

Adolescence is a life period that involves many challenges and changes in different areas such as increasing academic demands, rearrangement of relationships with parents and peers, and developing one’s own personal identity [ 10 , 11 ]. According to PISA 2015 results on students’ well-being, 66% of students across OECD countries report that they worry about poor grades and 55% of students say they are very anxious for a test even if they are well prepared. In all countries, girls reported greater schoolwork-related anxiety than boys [ 12 ]. Another major concern of adolescents is relationships with peers [ 13 , 14 ]. According to Juvonen and Knifsend [ 15 ], teenagers look for strong social ties and value acceptance, care and support from others, and adolescents who feel acceptance by peers and that they are part of a school community are more likely to perform better academically and be more motivated in school. On the other hand, rejection by peers is more likely to lead to disengagement and decreasing academic achievement. Social environments are important contexts that influence how individuals behave and what they feel and think; as children grow older, the acceptance by peers becomes more important and their social relationships with parents and families are no longer perceived as so important [ 16 ]. An important social environment among young people is social media, i.e., internet applications that enable users to generate and exchange content with others (e.g., Facebook) [ 17 ]. Social media may serve as a key context through which emerging adults negotiate important developmental tasks, including identity development and maintaining social connections [ 18 ]. Previous studies among young adults (18–22 years) report associations between overall time spent on social media and ill-being [ 19 , 20 ] as well as the number of social media sites used and depression and anxiety symptoms [ 21 ]. Further, social media may function as a source of stress or reinforce negative self-evaluations through social comparisons, and heavier Facebook users are more likely to believe others are happier and have better lives [ 22 , 23 ]. Other studies highlight a multitude of positive experiences related to adolescents’ use of networked technologies. A recent large-scale survey among English 15-year-olds showed that moderate screen time is not harmful in itself but may actually be favorable in today’s connected world [ 24 ]. Despite a growing number of studies investigating the role of social media in the lives of young people, it remains unclear how various positive and negative social media experiences fit together [ 25 ].

A person’s ability to deal effectively with the demands and challenges of everyday life is manifested as psychosocial competence [ 26 ]. Psychosocial skills allow individuals to recognize, interact, influence, and relate to others and are related to positive mental health and well-being [ 26 , 27 ]. Life skills have been identified as abilities for adaptive and positive behaviour as well as an essential resource for developing psychosocial, emotional, cognitive, behavioural, and resilience skills to negotiate everyday challenges [ 26 , 28 , 29 ]. Hence, the nature and definition of life skills indicate that they are likely to differ across cultures and settings. However, a core set of life skills has been suggested through health promotion research on children and adolescents. These life skills are: decision making, problem-solving, creative thinking, critical thinking, effective communication, interpersonal relationship skills, self-awareness, empathy, and coping with emotions and stress [ 30 ]. There is a growing demand to educate adolescents with life skills to help them deal with their everyday challenges and transition into adulthood with informed healthy choices, but there are yet few qualitative studies on this subject [ 31 ]. The concept of mental health literacy refers to “knowledge and beliefs about mental disorders which aid their recognition, management or prevention” [ 32 ] (p. 182). Beyond knowledge and beliefs about mental disorders, mental health literacy includes “knowing how to seek mental health information; knowledge of risk factors and causes, of self-treatments, and of professional help available; and attitudes that promote recognition and help-seeking” [ 32 ] (p. 182). Many young people report a lack of willingness and knowledge of where to seek help if needed. Barriers to help-seeking have been identified to include a desire to handle the problem of one’s own, low mental health literacy, negative and stigmatising attitudes towards mental illness and towards help-seeking, amongst others [ 33 , 34 ].

School efforts aimed at teaching students (aged 4–18 years) about mental health and how they can manage their own and others’ ill-being (i.e., psycho-education) can reduce inward-looking mental problems [ 35 ]. However, investigating psycho-educational programmes in schools, Swedish research [ 36 , 37 , 38 , 39 ] has found a great discrepancy between what are considered the needs of young people from the viewpoint of the programmes and from the viewpoint of young people themselves. The focus of most programmes is often on young people’s individual thoughts and emotions, while young people highlight mental health as a complex social and relational matter [ 39 ].

1.1. Previous Research on the Perception of Youth Mental Health and Help-Seeking Behaviour

Definitions of mental health from the perspectives of the general public tend to focus on adult interpretations and show a discrepancy to the broader conceptualisation made by mental health professionals [ 40 ]. Similarly, discrepancies between adult and adolescent perceptions have been documented [ 41 , 42 ]. When asking children, they often show a great interest in mental health and can articulate what they want and need when it comes to support for mental health issues [ 43 ]. Factors influencing young people’s help-seeking behaviour include confidentiality and trust within the context of seeking help, perceptions of young people’s problems as generally less important than those of adults, and a heavy emphasis on internalizing or “bottling up” feelings as a popular coping strategy [ 44 ]. A recent Australian study found that there are discrepancies between adolescent descriptions of mental health on a conceptual basis and their representations of mental health relevant to their own lives and experiences [ 45 ]. This highlights the need to explore everyday challenges as experienced by adolescents and young adults in light of the increasingly prevalent rates of self-reported mental health problems. A Greek study found that pupils (13–16 years) described mental illness in a multi-dimensional way including, for example, being in a certain state of something; doing or behaving in a certain way; having psychological problems; not knowing what is going on around them; seeing everything in black and imagining things; and not being able to do certain things [ 46 ]. Considering that concepts of mental health are complex even for adults [ 47 ], a focus on students learning to understand and appreciate seemingly opposing ideas when considering mental health and illness may be a useful first step in the endeavour to develop mental health knowledge and understanding in adolescents and, in turn, in adults [ 45 ].

When it comes to research investigating youth’s perceptions on mental health, few are conducted on non-clinical samples [ 45 ]. The considerable uncertainty regarding the state of mental health among young people in general, their own understanding, and what are successful efforts to promote mental health, emphasizes the importance of including young people without diagnosed mental illness and their perspectives in mental health research [ 48 ]. Further, little is known what life skills can be identified as important to be able to handle the demands and challenges of everyday life. Despite a growing demand to educate adolescents with life skills to help them deal with their everyday challenges and transition into adulthood with informed healthy choices, there are yet few qualitative studies on this subject [ 31 ]. Discrepancies that exist between the views of adolescents and professionals are vital to acknowledge, considering the potential influence of such differences on the effectiveness of mental health policies and programmes that are developed by professionals but aimed at youth populations [ 45 ]. As young people’s actions are grounded in how they understand and interpret the world, understanding the perceptions and experiences about mental health and help-seeking behaviour is important in the undertaking of addressing mental health problems among adolescents and young adults [ 44 ]. In the current study, we listen to the voices of adolescents and young adults regarding their lived experiences and mental health. This will be an addition to previous research on young people’s perceptions of mental health, as we hope to be able to identify what skills adolescents and young adults need to be able to deal effectively with the demands and challenges of everyday life. Hence, the aim with the current study is to explore the experiences and understandings of the life situation among adolescents and young adults of today, by making their voices heard in regards to mental health and help-seeking behaviour.

1.2. Research Questions

• What skills among adolescents and young adults can be identified as important to be able to deal effectively with the demands and challenges of everyday life?
• What are the needs and barriers to help-seeking among adolescents and young adults regarding mental health problems?

2. Materials and Methods

2.1. data and participants.

This study is part of a larger project called “Creating better life skills among youth” and is based on data collected during spring and autumn of 2020. A previous research report with preliminary results from the study has been published [ 49 ]. Group interviews were chosen to obtain in-depth information from the participants; to encourage them to talk to one another, asking questions, exchanging experiences, and commentating on each other’s points of view; and to be able to ask follow-up questions when needed [ 50 ]. Besides group interviews with adolescents and young adults, group interviews with practitioners have been conducted within the larger project. This study involves participants in the ages 17–25 (M = 18.6 years) from four different cities in Sweden. Twenty-two adolescents and young adults (thirteen girls and nine boys) took part in group interviews. A total of six group interviews were conducted with three groups mixing boys and girls ( n = 5, n = 4, n = 3), two groups including only girls ( n = 4, n = 3), and one group including only boys ( n = 3). Two group interviews were conducted face-to face, while the remaining four group interviews were conducted via the digital tool Zoom, due to restrictions connected with the global COVID-19 pandemic.

2.2. Procedure and Interview Guide

The study was approved by the Swedish Ethical Review Authority (No: 2020-01600). The participants were recruited via the Swedish national insurance company (Länsförsäkringar, LF, Stockholm, Sweden) in four different Swedish cities. LF consists of 23 regional insurance companies, located all over Sweden, that are committed to community involvement and work with social sustainability. Regional companies that showed interest in the study were asked to recruit young adults in the ages 16–25 to participate in the study. No particular selection criteria were stated. All adolescents and young adults who wanted to participate in a group interview were invited to the study. The participants were given written information about the study in advance and were informed that participation was voluntary, that their answers were anonymous, and that they could terminate their participation at any point. Written and oral consent were collected at the same time as the interviews. Since the participants were over the age of 15, no parental consent was needed. The group interviews were conducted using semi-structured interviews, and an interview guide was designed based on knowledge gaps identified in the literature review, namely making adolescents’ and young adults’ own voices heard regarding life challenges and barriers to help seeking. The main questions of interest were “What does health mean to you?”, “What skills do you need to handle life’s ups-and-downs?”, “Who do you talk to if you feel bad?”, “What do you think is missing to get more young to seek help if they feel bad?”, “What kind of help do young people need from adults to handle life’s ups-and-downs?”, “Where do young people turn when they need support concerning mental illness?”, and “There is a concept called life skills that is defined by the World Health Organization as abilities that make it possible to handle demands and challenges in everyday life in an effective way. What would you say are important life skills that a young person should have today?”. The semi-structured interviews were conducted with both authors, who took turns being the moderator in the sessions, present. The moderator asked the questions and followed up with questions such as “can you develop what you just said”, “what do you mean”, and “can you give any examples”. Before the group interviews ended, the participants were asked if they had anything to add or if they thought that something important had been left out of the conversation. The interviews lasted between 52 and 94 min. The transcripts were not shared with the participants prior to or following the analysis. The participants asked to take part of the results following publication.

2.3. Data Analysis

Data analysis was conducted using qualitative content analysis [ 51 ]. Each group interview was transcribed verbatim and quotations of relevance for the aim of the study were sorted to find patterns in the statements of the participants. Quotations in the results are labeled based on gender and municipality. When conducting qualitative analysis, it is paramount that the researcher maintains a vigilance and non-bias during analysis. This includes being transparent to enhance trustworthiness in data analysis, as well as being aware of one’s pre-understandings. Staying aware of one’s pre-understandings and expectations and putting these in a holding pattern while approaching data with an openness may lead to finding new perspectives [ 52 ]. Transparency includes being transparent about the rationale for the thematic structure in the coding process. In this study, transparency and non-bias were enhanced by including two researchers in the analysis process (the two authors) and by providing detailed descriptions as well as an example of the coding process ( Table 1 ). First, the transcription of each group interview was read through numerous times by both authors and meaning-carrying units responding to the aim of the study were extracted. Descriptions of mental health and help-seeking behaviour constituted the unit of analysis. In the next step, the meaning-carrying units were condensed and abstracted into codes. In order to identify similarities and differences, the codes were compared and then sorted into subcategories. As the analysis proceeded, subcategories were subsequently clarified and adjusted and two main categories emerged (see Table 1 ). The initial coding of the transcripts was performed by the first author, and the coded data were examined by the second author for emergent subcategories. Comparisons were made with the context in each step of the analysis, to verify the empirical base of the data. The tentative codes and subcategories were discussed by both authors and revised until consensus was reached. What differed between the two researchers was their judgement about overlapping between content in more than one initial subcategory. In these cases, we returned to the meaning-carry unit to check if the meaning unit itself fit the subcategory or if the preliminary coding needed to be reconsidered [ 52 ]. A process of reflection and discussion resulted in agreement about how to sort the codes. The current study is reported in line with the Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist [ 53 ].

Qualitative content analysis showing examples of adolescents’ and young adults’ views on mental health.

Analysis of the group interviews resulted in two categories and five subcategories (see Table 2 ). The first category (i.e., Life challenges) contains three sub-categories, namely sources of mental health problems, managing relationships, and an accepted way to express mental health problems. The second category (i.e., The need for present adults), contains two sub-categories, a need to be seen and heard and a need for increased availability.

Showing the results in terms of categories and subcategories.

3.1. Life Challenges

The category Life challenges emerged as important when listening to young adults’ voices about mental health. Within this category, three subcategories emerged: sources of mental health, managing relationships, and an accepted way to express mental health problems.

3.1.1. Sources of Mental Health Problems

In the interviews with the young adults, several different reasons emerge as to why youth today experience mental health problems. The young adults reason about the increased figures for self-reported mental problems and discuss that one cause of concern may be young people’s changed living conditions and increased opportunities. As young people today are better off in general, they mean that the threshold for feeling bad has decreased. Another reason is described as all the choices young people today are faced with in school and which are perceived to affect their future.

You’re too young to know… well “I want to be a carpenter, I want to be a doctor” and such. So you are left alone, sort of. You do not know where to go because you have to take certain steps to get to certain places. And then it’s kind of hard to decide, you do not know. (Municipality B, boy)

The young adults in the study express that they lack knowledge that is important for them to be able to make independent decisions. These may include choices that affect their future professional careers. This lack of knowledge that contributes to independence, they say, is a source of stress. They request information about life after school, such as what different professions entail, including the working conditions, and the advantages and disadvantages of different career choices. They believe that in the hunt for students, high schools do not always take the responsibility to market themselves in a truthful way.

And I think maybe you should not paint a school with negativity but still present that if you work in these professions it will be like this… well it will not be that you work seven to five every single day and have weekends free and things like that… in healthcare. Now I also understood it when I applied for the program but no one told me about conditions you have during work, sometimes you do not even have time to eat lunch and everything like that. They paint everything that is so good and then this bad, you get it like a slap in the face, because no one tells you about it. Because it’s criticism like ... And then you get these bad things for free, you get to learn it yourself as well. (Municipality B, girl)

There was an expressed desire that the schools should contribute with an increased knowledge about life after school and all that it entails. The young adults experienced that as soon as they leave school they are expected to know how to acquire a home and take a loan from the bank, what insurance to have, how to pay bills, and how to set up a budget. They also expressed that independence presupposes good self-confidence, so that one is able to take care of oneself. It also emerged that to be able to become independent it is important to have a fair picture of what adult life means and that you do not always receive this support from home.

I think there must be a changed picture of what life after school really is, when you are in school. To find out all that yourself afterwards, it becomes very difficult for very many depending on what kind of support you have or if you have parents who support you or something like that. Because already in high school, they say that "now all the responsibility lies with you" and then you turn 18 and then you are an adult even though you are not treated like an adult. (Municipality A, girl)

Constant comparisons with peers are another thing that creates stress and situations of mental problems according to the young adults. Comparisons are made on social media, where much concerns painting a flawless picture of yourself, partly to show how you have succeeded in different ways in life but also so that your friends will not become tired of you. The young adults say that it is easy to compare themselves with friends and acquaintances on social media and wish that they had the simple lives that are often illustrated there. It can be about looks, clothes, make-up, training, earning a lot of money, and establishing a career. If it feels that a young adult cannot achieve all this, they beat themselves down. The young adults also described that youth are influenced by various influential people on social media, influencers. Staying up to date with what the popular influencers’ post online is also expressed as a source of stress.

“So there’s a lot you have to live up to, like… what they post, that this is what life should look like. If you do not have this instagram life then life is no good”. (Municipality B, girl)

Comparisons in school are also listed as a factor that, through stress and pressure, contributes to young people’s well-being and mental health problems. The comparison between schoolmates can lead to many young people feeling bad.

A classic example is this… well after the test… that many people like to walk around and ask "what score did you get?" and then you feel pressure if you did not reach the same level or so. And that in turn can lead you to feeling unsuccessful and then you skip the next test instead. (Municipality C, girl)

It appears that young people who perform worse than their peers, as well as young people who perform better than their peers, experience stress and pressure similar to each other. According to young adults, youth today place high demands on themselves to perform in school, which can sometimes be unreasonable. There is also an experience that teachers do not always have the time to help when they feel bad about school. Some of the participants in the study also make the connection between mental health problems and neuropsychiatric diagnosis. They discuss that underlying diagnoses that remain undiagnosed can be a reason why some young people today feel bad, since they end up at a disadvantage because the expectations and requirements are not adapted to the difficulties that the diagnosis entails.

That’s how it was for me and I got depressed from a very early age so there was no one… I did not understand and there was no one around me who saw it either and I think I pushed myself quite far... for me it took quite a long time to understand that it was a state of disability in a way that you could get well from it and that it was not something that was going to last forever. (Municipality A, girl)

The young adults describe situations where they have experienced failures and that this is something that feels very hard to handle. What is described as hard is to fail in front of others, especially peers who you do not know so well. Strategies to handle tough situations are discussed and include learning how to handle that failure is a part of life. This includes an increased understanding that it is okay to feel bad sometimes and an increased understanding that you will face adversity in life.

I actually believe that... you kind of have to see the real world, the more you get into it… so you do not try to change or remove that which is experienced as difficult, because you encounter some hurdles. (Municipality D, boy)

An increased understanding that life is not always on top could, according to the young adults, also mean that you become more accepted regardless of how you feel and the reasons behind it. They believe that an increased understanding could also mean an increased insight into the fact that there is help available to help you handle your mental health problems.

3.1.2. Managing Relationships

School is the young people’s arena, where most of their everyday lives take place and it emerges that school-related stress includes both demands to perform well in school and to create and maintain good peer relationships and love relationships. A source of stress, according to the young adults in the study, is young people’s own thoughts about what are normal thoughts and feelings in relationships with their partner, peers, or parents. One boy puts it:

So I think love relationships are after all… when it becomes relevant, it takes up a very, very large part of one’s thoughts and person in general, I think. And to just be able to go to someone and ask “am I doing the right thing? Am I reasonable? ” such things, would probably have been very… a greater security I think than to deal with all this myself. (Municipality A, boy)

When it comes to relationships, it arises that something that affects one’s own state of mind is the mental state of one’s friend. Tools to handle their friends’ mental health problems and where to turn to obtain help are requested by the youth.

My mental state right now is because everyone comes to me to talk and I’m the one who likes to be quiet and not talk so much as well. So it would be nice to have tools to like.... (Municipality C, girl)

According to the young adults, there are clear norms dictating how boys and girls should behave. These norms advocate a "macho culture" among boys where boys should not cry or open up too much about their emotions. Girls, on the other hand, are allowed to be more sensitive. It was perceived that it is tough for boys, as they had to behave in a certain way in school to fit this norm.

You are expected to be masculine, to be rock hard, you should endure everything like this. If you say something like “I’m not feeling well today, it’s not going to work today. My psyche destroys everything ”. It is not an option for them, then it is like “pack your bags and don’t come back no more”. So you must never lower your guard or what to say and calm it down. It is the one who is most masculine who dictates the rules. (Municipality B, boy)

Another norm that boys and girls talked about is that boys should not perform academically well in school. Boys should perform in other ways and that in some contexts it is not accepted, or perceived as nerdy, to keep studying after high school. This could lead to a vicious circle where boys feel bad about bad grades. However, there was a perception that the macho norm was not as strong now as before but that it was still prevalent. The perception was also that boys and girls experience mental health problems equally and that relationships and school were something that both boys and girls experience as important areas and that affected their well-being. For girls, it was perceived to be more acceptable to talk about situations involving mental health problems, while boys were perceived as good at hiding their mental health problems.

All my guy friends from primary school have told me that they experience situations of mental health problems. And it’s a bit like "yes but why don’t you talk about it" and "no we never talk about that". So guys do not talk about feelings like we girls do. (Municipality D, girl)

3.1.3. An Accepted Way to Express Mental Health Problems

Norms and expectations on how to talk about mental health problems were expressed in various ways. On the one hand, there is a picture that there is still a lot of stigma about mental illness. Young people only talk to their closest friends about how they feel and it is still not perceived as acceptable to feel bad. The young adults in our study talked about how people with mental illness can be perceived as lazy, that they are labeled as attention seekers, or that they are perceived as strange. The perceptions are that there are stereotypical images of how certain diagnoses are expressed that do not always give a correct picture, which means that it can be difficult to be taken seriously. A participant who had been diagnosed with Attention Difficulty Hyperactivity Disorder (ADHD) says:

Students could sit in the classroom and say “but I can not focus because I have ADHD” and scream and have fun, which made it harder for me who actually had the diagnosis… because I know the people who sat and screamed did not have it… it was a way to blame someone else or scream or get yes… it was like, it was not true, which made it very difficult for me and the other people in the class to be taken seriously. And the same with anxiety and depression, it unfortunately becomes difficult to be taken seriously because it is based on these stereotypes that exist around it. (Municipality A, girl)

It emerged that there is an understanding among youth that many young people today have mental health problems. However, at the same time, the young people question whether this is really the case and mean that it is hard to determine who really suffers from mental health problems. It seems like it has become normal, a norm, and that many young people are not afraid to express this:

“But now... it’s a little more mainstream to have mental health problems”. (Municipality A, girl)

The young people believe that, after all, it has become more accepted to say that they suffer from mental ill-health. In some cases, they describe that it may be that many young people voice their problems as a way to gain attention from those around them. One boy problematizes this:

It depends on the way you seek attention. If I go out and shout that I feel really bad, then it’s like a cry for help but then I do not do it the right way I do not think”. (Municipality D, boy)

It emerges that perhaps it is not feeling bad that is accepted or not, but what you feel bad about. The response that young people think they will receive from those around them affects whether they choose to tell someone how they feel. It emerges from the conversations that many young people choose not to tell anyone if they experience mental health problems. The reason is, among other things, a fear of not being accepted or of being taken seriously if you open up about how you feel. If you normally are perceived as a happy and positive person, you do not want to risk this image change. At the same time, they reflect positively if someone close to them would tell them that they are suffering from mental health problems. Another reason to not tell anyone is that they do not want them or their problems to be a burden for anyone else or that they do not want to risk being treated with diminution:

“I think the difference is a bit, for me anyway, that what you often hear is "come on, pull yourself up" and they can do it… there is a difference as well. It’s not as simple as that”. (Municipality A, girl)

3.2. The Need for Present Adults

The young people in the study expressed a need for present adults around them, such as parents, school staff, and other professionals, as important for them to want to seek help with issues relating to mental health. The category The need for present adults was expressed as a need to be seen and heard and a need for increased availability.

3.2.1. A Need to Be Seen and Heard

To increase young people’s help-seeking behaviours, there was a general demand for a greater understanding of what mental illness is and a request for greater respect towards those who experience situations of mental health problems. One girl says that she would rather have her feelings confirmed instead of hearing that everyone is having a hard time at times:

Of course you understand that not everything is a bed of roses, but sometimes you have to be confirmed that if you do not seize it now, it can get worse. So you can go from having just a bad day, then there will be several bad days and you only hear that everyone has bad days sometimes. So sometimes you need confirmation for… and understanding as well. (Municipality B, girl)

It emerged that the young adults expressed a need for parents to be more interested and ask them how their day at school had been. When parents asked the same questions every day, they often received the same answer. A girl says:

I usually feel that way when parents ask the same question every day, then I feel that it becomes monotonous because then it’s the same answer every day as well. So there will be no progress. So they will not find out so much more than they already know. Yes, but "how was school today?" It was fine ”. Yes, but they do not ask any more questions "well what did you do?" "The ordinary". (Municipality A, girl)

It was also expressed that adults should not be afraid of being wrong, or of wanting to learn from young people, for example, when it comes to social media, to show interest and to not be judgmental. A girl says:

We are supposed to learn from adults, that they have more experience in life and they know what is right and wrong, but then, they must also learn from us. It is we who live in the youth now. (Municipality D, girl)

The young people sought more acceptance from adults and to not be questioned about their actions. For example, when it came to actions on social media. They thought it was based on parental ignorance and that they themselves had not been a part of social media when they were growing up. It was perceived that adults could easily become hysterical but that it is important that the adults trust their children and instead talk to them if they felt that something was wrong. Some felt that they had been wrongfully diminished when they told adults about feeling bad.

I would also say diminishing… that people say "pull yourself up, bite the bullet” or “everyone has bad days and hard times" and then you sit there and feel stupid for feeling the way you do when it may not be quite the same as for those who do not feel mentally ill. But then you feel stupid or yes, you are kind of diminished and I do not think people think about it. But it reflects quite hard on oneself. And then maybe you start telling yourself that "I’m just lying, I’m totally weird in the head”. So it will be like a huge mistake, which is a great pity because maybe you should not have to hear that. (Municipality A, girl)

Of importance for the young adults in our study to seek help turned out to be a sense of trust in the different professions they encounter in different situations. The youth experiences were that the meeting with professionals is not always based on the young people’s needs. Among other things, there was a need for the conversations to be forward-looking, where they themselves could talk about their experiences, and not become too caught up in the causes behind the ill health that they themselves do not always perceive as relevant. A girl says:

So I have a psychologist that I also go to at BUP [child and adolescent psychiatry] but I don’t really feel… so we have not really got that connection or what to say, that I feel I can talk to her. Because it feels a little, for me it feels very well… so… that there must always be a solution or a cause and you always have to go into all these causes and for me it just feels like… so, I would rather move forward if you say. (Municipality A, girl)

Trust in professionals is also about an experience of being met by an understanding that in the process of feeling better, one is also allowed to fail. A girl tells of a situation where there was a lack of trust in a counselor and she ended up lying in an attempt to achieve the expectations placed on her because she did not feel that it was acceptable for her to fail. Feeling seen was also something that affected their sense of trust. To be seen also meant to be treated in a respectful way by the professionals, reflected in how they communicate, both with the youth themselves and with other professionals who are familiar with the problem.

3.2.2. Need for Accessibility

There were participants who felt well informed about where to turn for help, but the voices parted and there was also a desire for more information about where to turn when experiencing mental health problems. This also applied to the school counselor and school nurse, but if you wanted to meet someone outside the school, it was not as clear how to obtain help with questions that may not qualify for specialist help. There were suggestions, such as information about the youth clinic as an anonymous activity from which you can obtain support; or more information about what the Student Health Team could assist with, more specifically and continuously; or an information letter sent out to all students, or perhaps directly to their parents, about where to turn for help. Another aspect that was raised (here by boys) was that when informing about where to seek support and help if you feel bad, this should be specially designed to also reach out to boys. One boy expressed:

“It feels like they have to come and make some contact with you… they may be able to ask like everyone else, of course it is difficult but then ask how they really feel …”. (Municipality A, boy)

One suggestion that came up was to offer individual dialogues with the school social worker each semester, like a form of screening. This would reduce the stigma of contacting the social worker yourself. At the same time, they understood that it could be an unreasonable amount of time to put on the school social worker. It was perceived as a big step to seek help when experiencing mental health problems. There was an experience of feeling lonely in what they were going through, something they were ashamed of, and that in today’s society it is still not perceived as normal to have mental health problems. A girl said:

“It is still not normalized, it is just made up”. (Municipality C, girl)

The young adults discuss that a visit to the school social worker should not be visible to others, and it would be better if they could visit the social worker after school hours, more discreetly. There was a perception that those who went to the school counselor had real problems, which was perceived as shameful. Despite the big step, it was perceived as something positive to obtain help for your problems. It was also important to obtain help early, so that the situation would not develop too far and you kept things going for too long. It was expressed that they hoped that someone in their surroundings would see them before the problems would become too big. However, there were perceptions that if you have problems, you must be the one who seeks help because people in the surroundings are bad at reading the signs or are afraid of bringing it up because they do not know what the reaction could be. Even if a person who has problems knew about the possibilities of seeking help, they still had to make the contact themselves and this could be a hurdle:

“That you yourself have to reach out a hand when it’s me who needs the help”. (Municipality B, girl)

One girl believed that adults at her school were good at talking about mental health problems. She gives examples of how the school nurse and the school social worker usually make sure to visit and have time for each class from time to time and ask "how are you?" and talk about how they work and how they can help the students.

Reasons why their need for support was not always met was explained by the young people in some cases as a lack of resources and stability. The young people realize that they cannot always obtain the help they need because the student health professionals do not have the time or resources to meet the needs of all young people. This leads to the idea that different matters must be prioritized over others. The young people thus express an understanding that their needs cannot always be met due to the fact that the resources simply do not exist. A girl says:

I also remember that the school social worker who were available, they were maybe there once a week, every other month as well so there was no opportunity to go and talk to them. They sat there at school for three hours one day a week and I don’t really know how it would be prioritized who would be allowed to go and talk to them. (Municipality A, girl)

The need for stability was expressed as the importance of having adults around them with whom there was an established lasting relationship. In this way, it would not be up to the individual student to tell their story every time new staff start at school or in the student health team. The participants attach great importance to the school as the primary support and believe that the school should become better at intervening early. A boy says:

I think this is very important for school social workers… at [the school] where I go, where it was changed… so we could have the same school social worker for two months tops. And then there are those who have problems and may want to go and talk to a counselor… then they never have the time to develop a trust in this person. So I think it is very important that you have this adult… that you can talk to and you can have the stability over time. (Municipality D, boy)

4. Discussion

4.1. results discussion.

The aim with the current study was to explore the experiences and understandings of the life situation among adolescents and young adults of today by making their voices heard in regards to mental health and help-seeking behaviour. The specific research questions were (1) what skills among adolescents and young adults can be identified as important to be able to deal effectively with the demands and challenges of everyday life, and (2) what are the needs and barriers to help-seeking among adolescents and young adults regarding mental health problems. In addition to previous research, this study uses a nonclinical sample to explore broader perceptions of everyday life challenges among adolescents and young adults without an outspoken mental illness. The increasing number of young people reporting mental health problems and stress is a major concern that needs to be taken seriously [ 5 ]. The results of this study may guide actions taken to promote mental health and prevent mental ill-health on a broader level. The main findings showed that the participants in our study present two different sides when it comes to mental health problems. First, mental health problems are described as mainstream and something that everyone is experiencing at some point. Second, adolescents and young adults also experience stigmatizing attitudes and other barriers associated with mental health, which results in few seeking help when they really need it. In addition to previous research on stigma, this study indicates that focusing on reducing self-stigma (i.e., the internalization of negative stereotypes and beliefs about mental illness held by others) may be of equal importance when working to improve life skills among youth. By listening to the voices of adolescents and young adults regarding their lived experiences and mental health, this study will be an addition to previous research as we have strived to identify what skills adolescents and young adults need to be able to deal effectively with the demands and challenges of everyday life.

4.1.1. Life Challenges as Identified by Young Adults

Different challenges in the lives of young people emerge in the discussions. A major life challenge was expressed as striving to always be on top and the consequences of failure were described as devastating, in the worst case leading to mental ill-health. To be able to meet these challenges and setbacks, young people may need to develop individual coping strategies and relevant life skills. By focusing on the development of important life skills early in life, young people may be better prepared and equipped to meet challenges in life to prevent developing mental ill-health. Life skills have been identified as abilities for adaptive and positive behaviour and as an essential resource for developing skills to negotiate everyday challenges [ 26 , 28 , 29 ]. In this study, the most pronounced life challenges voiced by the young adults included academic failures, negative self-evaluations through social comparisons, relationship problems, and other performance-oriented tasks that result in stress and negative feelings. This type of stress usually finds expression in bodily reactions such as increase in heart rate, sweating, dizziness, or nausea [ 12 ]. The expressed sources of stress are in line with previous research indicating that adolescence is a life period that involves many challenges and changes in different areas such as increasing academic demands, rearrangement of relationships with parents and peers, and developing one’s own personal identity [ 10 , 11 ]. An important coping strategy and life skill that emerged among the participants was more knowledge related to how their bodies react to stress, and that these are normal reactions. Further, it emerged that what is being portrayed on social media creates an image that life should be good every single minute—and that constant comparisons creates feelings of failure. This is in line with previous research showing that social comparisons on social media may lead to beliefs that others are happier and have better lives [ 23 ], which may promote anxiety symptoms and cause interference in daily functioning [ 19 ]. In addition, the young adults in our study express a need to receive information about how to handle life challenges without having to gain the knowledge through their own lived experiences. Many times, adults’ willingness in “trying to fix the problem” may disable youth to find their own coping strategies. Youth may need to be exposed to setbacks and experiences of failure, and not try to avoid them, in order to develop independent coping strategies. In accordance with Wickström and Kvist Lindholm [ 5 ], youth, as well as adults, need constant reminders that it is a part of life to feel sad, angry, or upset from time to time, and that these feelings are not harmful and do not necessarily indicate mental ill-health. Children and youth that are able to use a broad range of strategies in an appropriate way to face demanding situations are likely to show a more adaptive psychological functioning than young people who use fewer coping strategies [ 54 , 55 ].

Many of the life challenges identified by the young adults in the current study are related to the youth themselves. Studies show that young people’s description of mental health problems and difficulties in everyday often are related to school environment and workload, relationships and social norms, and bodily experiences and body-ideals [ 48 ]. There is a risk that the reporting of young people’s mental health in the media and elsewhere focuses on individual factors, which shifts the focus away from more structural explanations within the school system’s organization and problematic living conditions. Further, there is a risk that alarming messages in the media and elsewhere in part will negatively affect young people’s self-image and belief in the future negatively, which can lead to a focus on care and medicalization instead of prevention [ 56 ]. Young people living in difficult circumstances may see themselves as the problem and interpret feelings of irritation and depression and similar symptoms as feelings they should remove at any cost [ 56 ]. Increased knowledge of these structural explanations may be helpful tools for youth and adults to understand their whole situation so that they can find constructive coping strategies. Listening to the voices of young people, it is evident that there is a great need for youth as well as adults to gain more knowledge about mental health, its risk factors and causes, coping strategies, how to seek information, and where to seek help, that is, strengthen their mental health literacy [ 32 ].

4.1.2. Barriers to Help-Seeking Behaviour

The young adults in the study expressed a need for adults to see and hear them, including a greater acceptance and respect for their situation and a sense of trust. To meet youth in a respectful way and to signal that they are seen and heard could be a way to confirm their feelings and show an understanding of their situation, to show interest, to not be judgmental but willing to learn from them. This indicates that adults (including parents) could benefit from increased knowledge relating to mental health literacy and access to communication tools that will increase their ability to meet the youth and talk to them in a constructive way [ 57 ]. Barriers to help-seeking have been identified to include, amongst others, a desire to handle the problem of one’s own, low mental health literacy as well as negative and stigmatizing attitudes towards mental illness and towards help-seeing [ 33 ]. The unwillingness to seek help among the youth in our study was expressed as a way to risk your image, while there was also an expressed gratitude and admiration towards close friends voicing their problems. Underlying expectations expressed as norms, attitudes, and values are visible in the interviews with the young adults in our study. All of these outspoken and unspoken expectations relating to youth behaviour affect the understanding and help-seeking actions taken among youth [ 58 ].

It is often seen as a giant leap to set your foot in the school social workers’ office, indicating that you need help and that you have problems. People with different forms of mental health problems often experience self-stigma, whereby they internalize negative stereotypes and beliefs about mental illness held by others leading to feelings of shame [ 59 ]. Hence, self-stigmatization may decrease youth willingness to seek help [ 60 , 61 , 62 ]. A literature review identified psychoeducation as the most common intervention strategy to reduce self-stigma related to mental illness [ 63 ]. While it emerged that some youth are good at verbalizing their problems on social media, it was also evident that expressing your problems too openly was seen as a way to seek attention and was looked down upon. Hence, there seems to be many barriers for youth to seek help for their problems that can be related to the personal image they want to portray [ 61 , 62 ] as well as the unavailability of resources [ 33 ]. Research shows that many children do not obtain the help they need in time [ 64 ], which could be a reason we see that more children turn to social media to express their problems for which they receive attention and concern. Further, social media may function as a maladaptive coping strategy, as individuals may use social media sites to avoid real-world stressors via their distracting features or posting about their problems [ 19 ].

The barriers to help-seeking need to be lowered, and there is an outspoken need for adults to be more present and available. The young adults in the current study expressed that the student health team was perceived as unavailable making it hard to seek their help. Different ways to lower these barriers could be to invest more in outreach activities, such as individual and recurring dialogues with the school social worker or forms of help-seeking that avoid disclosure. The young adults in this study saw these activities as ways to reduce the stigma and pressure of contacting the school social worker yourself, or to be able to keep your help-seeking unrevealed. Web-based platforms could be seen as a form of outreach activity where youth could avoid disclosure [ 65 ]. Self-help interventions are also accessible to anyone, including individuals who would otherwise avoid seeking help due to fears about disclosure [ 59 ]. For more youth to seek help, it is reasonable to think that they must believe that it is worth the investment in time, commitment, and emotions.

4.2. Strengths and Limitations

This study used a small sample of adolescents and young adults, so the results may not be directly generalizable to other countries or age groups. Despite employing a nonclinical sample, several participants expressed personal interactions with counsellors, doctors, and psychologists in relation to mental health concerns, which may have influenced their views. Further, the global COVID-19 pandemic, and its associated restrictions and isolation for this target group, may have had some effect on their views on mental health. The current study used group discussions to encourage active discussions. The group interaction offered by group discussion encourages people to talk to one another, asking questions, exchanging experiences, and commentating on each other’s points of view [ 50 ]. The aim was not to study a gender perspective, and the group discussions were conducted as same-gender discussions as well as some groups with mixed gender. Although there were a few more girls in the sample compared to boys, the perception among the participating researchers was that neither the varying group compositions nor the uneven gender distribution affected the discussions in the groups or the results in any ways. The age of the participating youth (17–25 years of age) may have made them less susceptible to being affected by discussing a sensitive topic such as mental health with the opposite sex [ 66 ]. However, mixing ages in the different groups made it impossible to draw any conclusions regarding differing views from a developmental perspective, which could be seen as a limitation. Choosing girls and boys from different cities and in different ages may have enhanced the credibility of the data, as it offered a richer variation and understanding of mental health among youth with different backgrounds. Another limitation might be that we used Zoom to perform some of the interviews. Natural pauses might become rare and forced. We would have preferred face-to-face interviews, but this was the only option during the restrictions at the time. On the other hand, using telephone or other techniques such as Zoom might increase feelings of anonymity, making respondents more relaxed and open, which in turn can decrease interviewer effects [ 67 ]. Some of the participants chose not to show their picture, which made them more comfortable in sharing. Further, the trustworthiness was enhanced by involving two researchers in the analysis process to reach consensus and by including quotations from the transcribed text showing similarities within and differences between categories [ 51 ]. To use young adults’ understanding of mental health as a tool for schools’ health promoting work starting in the early school years, it would be interesting to conduct a similar study among children with younger ages.

5. Conclusions

Research investigating young people’s perspectives regarding their own lived experiences is scarce, and listening to the voices of young adults could be a way to identify important skills and abilities for adaptive and positive behaviour that will enable youth to deal effectively with the demands and challenges of everyday life. In this study, the most pronounced life challenges voiced by the young adults included academic failures, negative self-evaluations through social comparisons, relationship problems, and other performance-oriented tasks that result in stress, negative feelings, and, worst case, mental ill-health. The challenges to students’ well-being and mental health are many, and there are no simple solutions.

Based on the results in this study, life skills training should include elements to enhance the development of individual coping strategies to apply when life feels tough and when the body is experiencing stress reactions. Most importantly, youth may need to be exposed to setbacks and experiences of failure, and not try to avoid them, in order to develop independent coping strategies. This also includes strategies for help-seeking behaviour. Further, to minimize the risk of self-stigma and the internalization of negative stereotypes and self-blame, life skills training should include elements to increase knowledge of structural factors that have effects on the life situation among youth. Young people’s reactions may simply be healthy reactions in an unhealthy environment. In addition, life skills training should also include parents, school personnel, and other important adults in the lives of the young people. Teachers, schools, and parents can make a real difference, and together they can attend to students’ psychological and social needs, helping them develop a sense of control over their future and the resilience they need to be successful in life [ 12 ].

Author Contributions

Conceptualization, L.H. and L.B.; formal analysis, L.H.; funding acquisition, L.H.; methodology, L.H. and L.B.; project administration, L.H. and L.B.; writing–original draft, L.H.; writing–review and editing, L.H. and L.B. All authors have read and agreed to the published version of the manuscript.

This research was funded by Länsförsäkringar.

Institutional Review Board Statement

The study was conducted according to the guidelines of the Declaration of Helsinki, and approved by the Swedish Ethical Review Authority (No: 2020-01600, date 11 March 2020).

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study. Written informed consent has been obtained from the patient(s) to publish this paper.

Data Availability Statement

Conflicts of interest.

The authors declare no conflict of interest. The funders had suggestions to the design of the study (i.e., group interviews); while no role in the collection, analyses, or interpretation of data; in the writing of the manuscript, or in the decision to publish the results.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Why Children Need Creative Problem-Solving Skills

As children grow, they quickly discover that not all problems have straightforward solutions. Whether they need to find the best solution for a project in an academic setting or navigate a situation in their personal lives, creative problem-solving (CPS) skills can help prepare kids to take on challenges that require thinking outside the box. 

Read below to learn why helping children cultivate CPS skills at a young age can prove beneficial, both now and long into the future.

Mental Health Benefits 

In addition to causing the school closures and inconsistent access to education and extracurricular activities that have led to learning losses , the COVID-19 pandemic has proven detrimental to children’s mental health across the country. Lacking the ability to easily socialize in person with their friends, many parents and educators have reported that the students in their lives are struggling with bouts of sadness and depression. 

Research has shown that teaching a child CPS skills can improve their mental health by showing them how to overcome problems that might at first seem insurmountable. For example, if your child is upset and overwhelmed because they miss interacting with their friends, consider helping them to first identify the problem and then brainstorm solutions. Are there ways to spend time together virtually? Has your child ever considered writing a letter to their friends? Is there an activity or common goal that would allow their friends to team up and work together?

Exploring many different solutions to a problem helps children realize that they have more agency than they might have thought. It can also lead them to better express issues that might be troubling them.

Future Advantages

CPS can help equip children for a future in which employees across industries will be expected to develop solutions to problems that do not yet exist. They will need to reach beyond simply having the latest technology, software or even specialized knowledge to apply these tools in a way that prioritizes discovering effective solutions. In other words, they will need to apply CPS skills to embrace the unknown and reframe nerve-wracking uncertainty as an opportunity for growth.

Especially when used in a group context, CPS can create positive experiences by encouraging input from an entire team.  Instead of worrying about personal concerns like who deserves credit for a particular idea, the solution to problems instead becomes the product of collaboration. 

This shift in mindset is one that some of the world’s most innovative and successful companies use to innovate. Here at the National Inventors Hall of Fame ® (NIHF), we know that just because a current solution or process works right now, that does not mean it can’t be improved or simplified. That’s why CPS is a crucial component of NIHF education programs. 

CPS and the Innovation Mindset 

In collaboration with our NIHF Inductees , individuals whose inventions have made significant contributions to society, we have identified nine essential skills and traits that unlock creative potential. We call this the Innovation Mindset , and it guides the development of all our education programs . 

CPS is an important part of the Innovation Mindset because it encourages children to use critical and creative thinking to develop innovative solutions. Early experience with CPS prepares children to take on both everyday problems and complex challenges with confidence. 

See More Trends in STEM 

To learn more about the latest trends in STEM (science, technology, engineering and mathematics) education, we invite you to visit our blog .

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Why Developing Decision-Making Skills at a Young Age Is Important

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Decision-making affects everyday life. We learn these skills over time — from the people around us. Kids, who begin life acting on impulse, need help from adults to develop healthy decision-making habits. Here’s why it’s important to help kids develop decision-making skills at an early age.

What are decision-making skills?

Decision-making is more than settling on a choice. It’s a process of identifying what needs to be done and how it can be achieved along with reflection on motivations and consequences. When a person has good decision-making skills, they have reasonable expectations about what their actions (or non-action) will do, and they understand why certain actions are best for their wellbeing and the concerns of others.

Healthy decision-making allows a person to recognize when they’re acting on impulse — and why feelings for quick action may arise. They’ll also be able to evaluate for more positive results in the future.

Understanding the Process of Decision-Making

Understanding the process of decision-making is an important skill for children to develop as it helps them to make informed and responsible choices in life. The process of decision-making involves identifying a problem or situation, gathering information, evaluating options, making a choice, and taking action.

To help children understand this process, parents and caregivers can start by explaining the importance of decision-making and how it can affect their lives. Encourage children to think about the consequences of their choices, both positive and negative. This can be done by asking questions such as “What do you think might happen if you choose this option?” or “How would you feel if you made this decision?”

Parents can also encourage children to practice decision-making in their daily lives, such as choosing what to wear or what game to play. This can help them build their confidence and develop critical thinking skills.

Decision-making is a process and mistakes can happen. Encourage children to learn from their mistakes and make adjustments for future decisions. By understanding the process of decision-making, children can develop important life skills that will serve them well into adulthood.

The Role of Emotions in Decision-Making

Understanding the interplay between emotions and decision-making is crucial for fostering healthy decision-making habits in children. Emotions significantly influence the choices we make, from the most mundane to life-changing decisions. Recognizing and managing emotions is, therefore, an essential aspect of decision-making that children need to learn for better outcomes in their personal and social lives.

Understanding Emotional Influence

Emotions can both positively and negatively affect decision-making. Positive emotions often lead to more cooperative behaviors and a willingness to explore new ideas, enhancing creative problem-solving. On the other hand, negative emotions might result in more conservative and sometimes risk-averse decisions. For children, who are still learning to identify and manage their feelings, emotions can be overwhelming and heavily influence their choices.

Teaching Emotional Awareness

Teaching children to be aware of their emotions and how these feelings can influence their decisions is a vital step. It involves helping them to recognize different emotions, understand their sources, and see the link between how they feel and the choices they make. This awareness is the foundation for emotional regulation – the ability to manage and respond to an emotional experience with a range of strategies that are socially acceptable and flexible.

Strategies for Parents and Educators

• Model Emotional Regulation: Children learn by observing adults. When parents and educators demonstrate how to manage emotions effectively, children can mimic these behaviors in their decision-making processes.
• Encourage Reflection: After making a decision, encourage children to reflect on how their emotions influenced their choices. Was the decision made in anger? Did excitement lead to an impulsive choice? Reflection helps children understand the impact of their emotions.
• Develop Coping Strategies: Teaching children coping mechanisms for negative emotions can help them make better decisions. Techniques such as deep breathing, counting to ten, or talking about their feelings can reduce the emotional intensity, leading to clearer thinking.

The Impact of Peer Pressure on Decision-Making

Peer pressure is a powerful force that can significantly influence children’s and adolescents’ decision-making processes. Understanding how peer influence works and teaching children to navigate peer pressure effectively are crucial for promoting healthy decision-making habits. This aspect of social interaction can lead to positive behaviors, such as cooperation and striving for excellence, but it can also result in negative outcomes if it pushes individuals towards harmful actions or decisions against their better judgment.

Navigating Peer Influence

Peer pressure can shape decisions through explicit suggestions or implicit expectations within a social group. It can affect choices related to academic performance, social activities, risk-taking behaviors, and adherence to group norms. Teaching children to recognize when they are being influenced by their peers and how to stand firm in their values and decisions is essential for their personal development and well-being.

Strategies for Handling Peer Pressure

• Developing Self-Confidence: Strengthening children’s self-esteem and confidence in their own values and judgments can help them resist negative peer pressure. Encouraging self-expression and praising individual achievements are ways to build this confidence.
• Teaching Assertiveness: Children should learn to assert their own needs and opinions respectfully and confidently. Role-playing scenarios in which they practice saying “no” or expressing their own views can be effective.
• Fostering Critical Thinking: Encouraging children to think critically about the consequences of their actions and the motives behind peer pressure can help them make more independent decisions.

Creating Open Communication: Maintaining an environment where children feel comfortable discussing their social interactions and the pressures they face enables adults to provide guidance and support.

Tips for Helping Children Develop Healthy Decision-Making Habits

Here are some tips for parents and caregivers to help children develop healthy decision-making habits:

Encourage critical thinking

Teach children to think critically by asking open-ended questions and encouraging them to weigh the pros and cons of their choices.

Model good decision-making

Children learn by example, so be a good role model by making thoughtful decisions and explaining your reasoning to them.

Teach problem-solving skills

Help children learn problem-solving skills by encouraging them to identify and evaluate different solutions to a problem.

Foster independence

Allow children to make decisions for themselves, within reason, and encourage them to take responsibility for their choices.

Provide information

Provide children with accurate and age-appropriate information to help them make informed decisions.

Support resilience

Encourage children to bounce back from mistakes and setbacks and teach them that failures are opportunities to learn and grow.

The Benefits of Developing Decision-Making Skills for Children

• Exposes them to consequences.  Children need to understand that choices have consequences. They first learn this when they cry for food, but to grow into empathetic, responsible adults, they need to learn how their actions affect themselves and others — and why. The outcome of a decision may not be the one they hoped for, or what they wanted may not actually be what’s best. Help your child connect consequences to wellbeing, and use mistakes as learning opportunities.
• Teaches them to think ahead.  Once kids understand consequences, they can begin to see how choices impact a larger picture — their future. They can also learn how decisions for instant gratification may not be considerate of what’s really important in the long-run. Having a goal is motivating and gives purpose to smaller decisions. Keeping patient while waiting for an achievement can be challenging for kids, so make sure to help your child set a reasonable goal they can be proud of.
• Have a life-long impact on communities as a whole.  When people practice long-term planning for their lives, they give themselves more options and opportunities to plan for positive outcomes. As your child learns how their actions affect their future, you can teach them how decisions reach farther — to other people and their communities. Communities are built by the people who belong to them. As your child grows into someone who is self-aware and empathetic, they’re more likely to make positive contributions to those around them. 
• Empowers them and builds confidence.  When decisions have results that can actually be seen and felt, kids learn the real impact their independent thoughts have on their lives. The understanding that their thoughts matter is empowering. It’s motivation to keep practicing healthy decision-making. Positive outcomes build confidence, and this is important as children figure out limits and boundaries within their personal control. With good decision-making skills, kids have the agency to make decisions they can learn and grow from.

Teaching Children the Consequences of Their Actions

Teaching children the consequences of their actions is an important aspect of their moral development. Children need to understand that their actions have consequences that can be positive or negative, and that they are responsible for the outcomes of their choices.

Parents and caregivers can teach children the consequences of their actions by discussing different scenarios and encouraging them to think about the potential outcomes. For example, parents can talk to children about the consequences of hitting a friend, such as hurting their friend’s feelings or causing physical harm.

It’s important to ensure that consequences are age-appropriate and that children understand the cause-and-effect relationship between their actions and the outcomes. This can help children develop empathy and a sense of responsibility for their actions.

By teaching children the consequences of their actions, parents and caregivers can help them make informed decisions and develop a strong sense of morality.

The Role of Long-Term Planning in Decision-Making

Children who learn to consider the long-term effects of their decisions may be more likely to make responsible choices and develop better decision-making skills. 

Parents and caregivers can encourage long-term planning by helping children set goals, discussing the steps needed to achieve them, and encouraging them to think about how their choices will affect their future. By incorporating long-term planning into decision-making, children can develop a sense of purpose and direction, and make decisions that align with their values and goals.

Helping children develop decision-making skills at a young age takes time and patience, but with your guidance, children can begin healthy practices to last a lifetime.

Parentally Speaking: Interested in learning more about this topic? Check out our other blogs to learn more about parenting today .

This is so helpful, I have enjoyed the page Thanks 🙏🙏🙏 for the services.

Great article. The advice and the idea to teach problem-solving skills I think is a great point.

Understanding how to problem solve can greatly aid children in their growth and success and it’s so important also in how they’ll develop emotionally, as you have said.

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Reimagining youth skills development for an inclusive recovery

Victoria levin, michael weber.

Youth aged 15-24 make up 1.2 billion people in the world and it is projected to increase to 1.3 billion by 2030 , with some countries and regions experiencing rapid growth, or so-called “youth bulges.” More than one million young people enter the labor market each month in India and in sub-Saharan Africa . 

This places enormous pressure on economies and societies to generate both more and better jobs for young people and relevant skills for those jobs. Even before the COVID-19 crisis hit in 2020, young workers were two to four times more likely to be unemployed compared to older workers, and more than 230 million youth – mostly women – were not in employment, education, or training (NEETs). 

The 2021 World Youth Skills Day reminds us that ensuring quality skills development opportunities for youth should remain a top policy priority around the globe. Too many countries, especially in low-income contexts, are still struggling to deliver quality basic education. Even before the pandemic, 53 percent of 10-year-olds in developing countries were in “ learning poverty ,” as they were unable to read and comprehend a simple text. At the same time, the 21st century labor market calls for increasingly advanced skills as many jobs experience automation of repetitive or routine tasks. This means that education and training systems are pressed to develop skills such as adaptability, persistence, problem-solving, and digital skills, in addition to foundational literacy and numeracy as well as technical skills. 

COVID-19 has deepened the learning and skills crisis due to school closures and inadequate preparedness in most countries to provide continuity of learning outside the classroom. As a result, this generation of students, and especially the more disadvantaged, stands to lose an estimated $16 trillion in future lifetime earnings . The ones most likely to be affected by this crisis are children and youth in low-income households, disempowered ethnic minorities, refugees and displaced populations, and girls. Young women have had to shoulder a disproportionate share of household responsibilities and have likely faced an increased risk of gender-based violence , early marriage, or adolescent pregnancy, which can affect their likelihood of returning to school . 

The COVID-19 crisis can be a turning point in youth skills development, propelled by the rapid expansion of technology-enabled solutions. Given the massive challenges, 2020 sparked intense creativity for skills development . Education and training providers used innovative solutions and established novel partnerships to deliver learning to youth when schools and training centers were shut down by the pandemic. There is an opportunity to reflect on lessons learned from this experience and to harness the potential of education technology in a systematic and sustainable way. Two lessons stand out. First, to promote equity and inclusion and prevent any further widening of human capital gaps, skills development solutions need to be tailored to the learning and skills needs of a vastly heterogenous population. Second, to fulfill their mandate and youth labor market aspirations, education and training systems need to become more agile and responsive to the changing world of work.

Last week, we had a chance to reflect on these issues as part of the High-level Policy Forum organized by Association for the Development of Education in Africa, in partnership with other development partners . In this event, ministers of African countries spoke of the challenges their Technical and Vocational Education and Training (TVET) systems experienced in recent years, including mismatches between graduates’ skills and labor market needs and the fragility exposed by the COVID-19, and the strategies to steer TVET systems that can meet current challenges and future skills needs.

Several takeaways emerged from a deep-dive discussion on the role Educational Technology (“EdTech”) can play in reimagining skills development. The expansion of EdTech, spurred by the Fourth Industrial Revolution and accelerated by the COVID-19 crisis, is transforming how people engage with learning and increasingly making it an essential feature of a well-developed national TVET system. As an example, OpenClassrooms , an online learning platform available in North Africa, illustrates how EdTech can offer new ways to customize the learning experience, allow developing countries to integrate world-class training content, and enhance skills recognition and transferability across markets. Effective EdTech approaches cannot flourish without partnerships between public and private sector and without an enabling environment that includes digital infrastructure and digital skills of learners and teachers. The Bank is leveraging such solutions to support TVET regionalization and integration such as in the East Africa Skills for Transformation and Regional Integration Project (EASTRIP) and in Nigeria . Stakeholders in the skills development ecosystem, such as instructors and directors of brick-and-mortar institutions, could perceive the rapid growth of EdTech as threatening. It is therefore essential to communicate the tremendous scope for complementarities, particularly in the context of the great needs for skilling, reskilling, and upskilling the current and future workforce.  

Creating better jobs and investing in relevant and inclusive education and training is a priority to achieve successful transitions from school to work. It is equally critical though, to think how we can create more dynamic and real-time feedback loops between labor markets and skills development systems to improve young people’s prospects for employment. For this, mechanisms to provide information on the pay off in the labor market of different fields of study and close partnerships between training providers and employers are key, and fostering these is a priority item for TVET reform.

We must also support access to better jobs for particularly disadvantaged youth, including young women, minority groups, persons with disabilities, or displaced populations. That means working to eliminate the multiple barriers that prevent these young (future) workers from acquiring the skills they need and obtaining more sustainable and productive livelihoods. This is a huge agenda, made even more urgent by the pandemic, and we need to work together as an international community to reimagine skills development systems so they can support an inclusive recovery around the world.

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Senior Economist, Human Capital Project

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Problem-Solving

Learning & Cognitive Skills

8 to 11 months

Sorting & Matching, Stacking, Executive Function, Concentration

From tackling a complex project at work to figuring out how to manage your busy schedule, every day you use problem-solving skills like critical thinking, reasoning, and creativity. How did you learn these skills? Just as your child will: through exploration and play. Support their problem-solving skills through activities that let them independently try new things, learn from their mistakes, and test out different ways of thinking.

In this article:

What is problem-solving?

What are examples of problem-solving skills, when do children develop problem-solving skills , why are problem-solving skills important in child development.

• Problem-solving games & activities for babies and toddlers

Problem-solving and frustration tolerance

Developmental concerns with problem-solving.

Problem-solving is the process by which your child spots a problem and comes up with a solution to overcome it. Your child uses problem-solving skills in all sorts of contexts, from figuring out how to get a ball out of a cup to interacting with a child who took their toy. 

Children don’t inherently understand different approaches to solving problems—these skills develop gradually over time, starting in the earliest days of life. As your child gains experience, tests out strategies, plays with various materials, and watches people around them, they learn how to problem-solve. 

Think about strategies you might use to tackle a project at work—for example, creating an outline, breaking the project into steps, or delegating tasks. With your help, your child will develop problem-solving skills like these:

• Breaking a large problem into smaller steps
• Persevering through challenges or setbacks
• Using creativity to think “outside the box” about different solutions
• Being resourceful by using available items as tools to reach a goal 
• Taking the initiative to try a possible solution and see if it works
• Seeking help when you get stuck
• Using compromise or negotiation to help resolve a conflict
• Using critical thinking to discover what the next step should be

As early as 8 to 11 months, you may see the earliest signs of your child’s problem-solving skills at work. If you hide a toy under a blanket or basket, for example, they may use basic problem-solving to try to uncover it. 

As a toddler, your child will grow more experienced with different types of playthings and the challenges they offer. They’ll also develop more focus and patience to work through problems on their own. Support their emerging problem-solving skills by observing their efforts—without stepping in right away to help. It’s tempting to intervene when you see your toddler struggle to fit the pieces of a puzzle, align blocks so they won’t fall, or get a stuck car out of the Race & Chase Ramp . Banging, rotating, failing, and trying again are all important parts of the process. Your toddler gains more problem-solving experience with every attempt.

RELATED: Subtle signs of your toddler’s developing focus

By 3 years of age, your child will have more skills to help them solve a problem. They’ve learned how to communicate and follow directions. They also have more control over their emotions and their body. Not only are they ready to solve more complex puzzles and games, they’re  learning how to solve social problems, like working through conflict and negotiating with peers during play.

If your child is accustomed to tackling problems, they’re more likely to at least attempt to get the cup they need off the high shelf, or try to buckle those tricky sandal straps. Practicing problem-solving can help your child overcome challenges, try flexible ways of thinking, and become more confident and independent in the process.  

Problem-solving skills are also crucial to your child’s cognitive development. They encourage your child’s brain to make new connections and process information in new ways. This is why so many of the best games, toys, and activities for young children stress some element of problem-solving, critical thinking, or creativity. 

Your child can develop better social skills when they practice problem-solving, too: Understanding how to resolve conflicts and compromise with peers is a crucial problem-solving skill they’ll take with them into preschool and beyond.

Problem-solving activities & games

You don’t need elaborate planning or fancy equipment to help your child develop these skills. Many problem-solving activities for kids can be incorporated into daily life or during playtime.

Problem-solving activities for babies

It will be years before your baby is ready for advanced problem-solving skills, like compromising with others and project planning. For now, they’ll experiment with different ways to solve simple problems, showing initiative, perseverance, and creativity. Here are a few activities that help spark your baby’s problem-solving skills.

Reaching for a toy: Setting a goal is the very first step in problem-solving. Once your baby can sit independently, place toys one at a time in front of them, behind them, beside them, between their legs, or on a nearby shelf. This allows them to practice setting a goal—get the toy!—and making a plan to achieve it. 

Emptying a container: Dumping objects out of containers sounds like a mess, but it’s a valuable skill for babies to learn. Place a Wood Ball in a Nesting Stacking Drip Drop Cup and show your baby how to tip over the cup to empty it. Then, put the ball back into the cup and let your baby figure out how to get the ball out of the container on their own. 

Finding hidden objects: Your baby practices problem-solving with the Sliding Top Box every time they work to figure out how to slide the top to reveal the ball inside. This also builds fine motor skills and hand-eye coordination.

Posting: The Wooden Peg Drop lets your baby experiment with “posting,” or fitting an object into its container, a much-loved fine motor activity. The tab release is an engaging problem-solving task for your baby, as they discover how to press down to release the pegs from their slots.

Explore playthings that encourage problem-solving

The Thinker Play Kit

The Thinker Play Kit encourages your 11 – 12 month old baby’s curiosity as they start solving problems, working on hand strength and investigating everything in their path.

Problem-solving activities for toddlers

At 12 to 18 months, your toddler’s problem-solving skills are still taking shape. But you may begin to see them work to figure out more complex problems, like pulling toys around obstacles or getting objects “unstuck.” Encourage your toddler through play with activities that challenge their creative thinking.

Object interactions: What happens when you push a squishy ball through a small opening? How does a bendy thing react when it hits something hard? Understanding how different objects interact helps your child learn to use tools for problem-solving. 

As you play with your toddler, demonstrate different ways playthings can interact. Two blocks can be banged together, stacked, or lined up side by side. The insects from the Fuzzy Bug Shrub can be stuck to the outside of the shrub or put inside. Give your child pieces from different playthings and see how they can make them interact. Perhaps the balls from the Slide and Seek Ball Run and the rings from the Flexible Wooden Stacker can interact in some new, fun way?

Asking questions : Once your toddler learns how to push the Carrots through the Carrot Lid for the Coin Bank, the question becomes how to get them out. Ask your toddler simple questions to spark their problem-solving skills: “Where did the carrots go?” or “How can we get them out?” Encourage your child to explore the Coin Bank and give them time to discover a solution on their own.

Simple challenges: Your toddler may be ready for some problem-solving challenges with their playthings. For example, when your toddler can pick up a toy in each hand, offer a third toy and see if they can figure out how to carry all three at once. Or place parts of a toy—like the rings for the Flexible Wooden Stacker—in different locations around the room, so your child needs to plan how to retrieve the pieces. Pack as many Quilted Critters as will fit in The Lockbox  and let your toddler discover how to get them out. This type of challenge may seem simple, but your child has to problem-solve how to navigate their hand into the box to pull out the Critters. 

Cause and effect: Your toddler may discover how to pull on a string attached to a toy to make it move. They understand that the toy and the string are linked, and use simple problem-solving skills to test—and re-test—what happens when they move the string differently. This type of problem-solving can be supported by pull toys such as The Pull Pup . As your toddler encounters different obstacles—like the corner of the couch—with The Pull Pup, they’ll have to problem-solve to keep the toy moving.

RELATED: Pull toys are classic for a reason

Puzzles are a classic childhood problem-solving activity for good reason. Your child learns  how things fit together, how to orient and rotate objects, and how to predict which shape might fit a particular space. Puzzles come in such a wide variety of difficulty levels, shapes, sizes, and formats, there’s a puzzle that’s right for almost every stage of development. 

Lovevery co-founder Jessica Rolph explains how Lovevery puzzles are designed to progress with your child’s problem-solving and fine motor skills:

Babies can begin exploring simple one-piece puzzles around 6 to 8 months of age. Puzzles that have round slots and easy-to-hold pieces with knobs, like the First Puzzle , are ideal for this age. Around 13 to 15 months of age, they can try simple puzzles with several pieces in the same shape, like the Circle of Friends Puzzle .

By 18 months, your toddler is probably ready to work with puzzle shapes that are geometric, animal, or organic, like the Community Garden Puzzle . This reinforces your toddler’s newfound understanding that different shapes fit in different places. As they progress, they may start to enjoy stacking and nesting puzzles, like the 3D Geo Shapes Puzzle . This type of puzzle requires problem-solving on a new level, since your child may have to turn the shapes in different directions to orient and place them correctly.

As your toddler approaches their second birthday, they may be ready for classic jigsaw puzzles. Puzzles with large pieces that are easy for your toddler to hold, like the Chunky Wooden Jigsaw Puzzle , are a great place to start. At this age, your toddler may also find 3D puzzles, like the Wooden Posting Stand , an engaging problem-solving challenge. Since the dowels are different diameters, your child will likely use trial and error to determine which size fits in the correct slot. At first, you may have to guide them a bit: Point out that the dowels need to go in straight in order to fit.

How to encourage puzzle play for active toddlers

Depending on your toddler’s temperament, they may love to sit quietly and work on a puzzle—or they may be constantly on the move. Highly active toddlers may seem like they never sit still long enough to complete an activity. Here are a few ways to combine their love of movement with puzzle play:

• Play “hide-and-seek” with toys (or puzzle pieces) by placing them on top of furniture that’s safe to cruise along or climb on.
• Place puzzle pieces in different places around the room, so they have to retrieve them one by one to solve the puzzle. 
• Place the puzzle pieces on stairs or in different rooms so your toddler has to walk or climb to find them.

Stacking toys

Stacking toys such as blocks or rings engage babies and toddlers in a challenging form of problem-solving play. Your child’s skills are put to the test as they plan where to place each item, work to balance their stack, and wrestle with gravity to keep the stack from toppling.  

You can introduce your baby to stacking play around 9 to 10 months with playthings that are easy to work with, like the Nesting Stacking Drip Drop Cups . Stacking takes coordination, precision, and patience, and if they try to stack items that are too difficult to keep upright, they may become frustrated and give up. 

You can also make basic blocks easier to stack by using a larger item, like the Little Grip Canister Set , as a base. Demonstrate how to stack a block on top of the canister, then knock the tower down. Hand a block to your toddler and allow them to try stacking and knocking it down. As their movements become more controlled and purposeful, introduce another block to stack.  

Stacking a tower with the pegs from the Wooden Stacking Pegboard is a fun way to introduce goal-setting, an important aspect of problem-solving. The pegs nest together securely, allowing your toddler to build a higher, more stable tower than they could create with regular blocks. You can gently suggest a goal for your child—“Can we stack it higher?”—and see if they’re ready for the challenge. Then, sit and support them as they try to solve any problems that arise: “Is the tower too tall? Can we make it wider so it won’t fall so easily?”

Hide-and-seek

The classic childhood game of hide-and-seek offers your toddler many problem-solving opportunities. Your child has to use reasoning to figure out what would be a good hiding spot. They also use the process of elimination when they think about where they have and haven’t looked. They might even use creative thinking skills to discover a new place to hide.

The game doesn’t always have to involve you and your child hiding. When your child is around 12 months, you can introduce them to the concept using toys or other objects. Hide a small ball in one of two identical containers that you can’t see through, like upside-down cups. Make sure your child sees you put the ball under one of the containers, then mix them up. Lift the empty container to show your toddler that the ball isn’t inside and say, “Where is the ball?” If your toddler looks at the other container, say, “Yes! The ball is under this one.” Let your toddler lift the second container to find the ball. 

Your toddler might enjoy a game of hide-and-seek with The Lockbox . Hide a small toy, like one of the Quilted Critters or a small ball, inside The Lockbox. This activity challenges your toddler’s problem-solving skills on two levels: figuring out how to unlock the different mechanisms to open the doors, and feeling around inside to discover what’s hidden. Add another layer of fun to the challenge by letting your child try to guess the object just by touching it—no peeking.

Using tools to solve problems

Around 17 to 24 months of age, your child may begin using tools to solve simple problems. For example, if you ask your child to pick up their toys, their hands may become full quickly. You can model how to load toys into a bucket or bag to carry them to another spot. This might seem like an obvious choice, but the ability to use a tool to make a task easier or solve a problem is an important cognitive skill.

Here are a few ways you and your toddler can explore using tools to solve a problem:

• Show your child how to make a “shirt bowl” by using the upturned edge of their shirt as a cradle to hold toys or playthings.
• If a toy gets stuck behind the sofa, model how you can use a broomstick to push the toy to a place where you can reach it.
• Provide a child-size stool that your child can use to reach the sink or counter.

The Transfer Tweezers are a simple tool that your toddler can use to pick up other items besides the Felt Stars . They could try picking up the animals from the Quilted Critter Set or other child-safe items. Whenever you model how to use tools in everyday life, your child learns to think about new and different ways to solve problems.

Pretend play

Pretend play supports your child’s problem-solving skills in many ways. Research suggests that children’s pretend play is linked to different types of problem-solving and creativity. For example, one study showed that pretend play with peers was linked to better divergent problem-solving—meaning that children were able to “think outside the box” to solve problems. 

Pretend play is also a safe place for children to recreate—and practice solving—problems they’ve seen in their lives. Your 2- to 3-year-old may reenact an everyday challenge—for example, one doll might take away another doll’s toy. As practice for real-world problem-solving, you can then help them talk through how the dolls might solve their issue together

Pretend play may help children be more creative and open to new ideas. In pretend play, children put together play scenarios, act on them, and develop creative solutions. A 3- or 4-year-old child might be ready to explore creative problem-solving through pretend play that uses their playthings in new ways. Help your child start with an idea: “What do you want to pretend to be or recreate — a favorite storybook scene or someone from real life like a doctor or server at a restaurant?” Then encourage them to look for playthings they can use to pretend. Maybe a block can be a car or the beads from the Threadable Bead Set serve as “cups” in your child’s pretend restaurant. As your child gains practice with creative pretend play, they may start to form elaborate fantasy worlds.

Even if you don’t think of yourself as creative, you can model creative thinking by showing your child how a toy can be used in many different ways. Research finds that parents who model “out of the box” ways to play can encourage creative thinking and problem-solving in their children, starting in toddlerhood.

It can be difficult for young children to manage their frustration, but giving your child opportunities to solve problems on their own helps build both confidence and frustration tolerance . Research suggests that the ability to set goals and persist in them through challenges—sometimes called “grit”—is linked to school and career success. Here’s how you can play an important role in helping your child develop problem-solving persistence.

Model persistence. You know your toddler closely observes everything you do 🙃 A 2017 study shows that young children who watch their parents persist in their own challenge were more likely to show persistence themselves. Allow your toddler to see you attempting an activity, failing, and talking yourself through trying again. While playing with blocks, try stacking a few off balance so they fall. Notice aloud what went wrong and continue to narrate as you move slowly to carefully stack the blocks again.

Give them time. A little frustration can go a long way toward learning. It can take enormous restraint not to point out where to put the puzzle piece or how to slot the peg in place—but try to give them time to problem-solve on their own. You’re helping them feel capable and confident when faced with new challenges.

RELATED:  11 ways to build your toddler’s frustration tolerance

Ask questions to encourage new strategies. If your toddler gets frustrated with a problem, encourage their problem-solving process by asking questions: “Are you trying to race the car down the ramp but it got stuck? Is the car too long to go down sideways?” This may help your child refocus their attention on their goal instead of what they have already unsuccessfully tried. With a little time and creative problem-solving, your child may figure it out on their own.

Problem-solving skills are just one component of your child’s overall cognitive development. By around 12 months of age, you should see signs that your child is attempting to solve simple problems, like looking for a toy under a blanket. By about 30 months, your child may show slightly more advanced problem-solving skills, like using a stool to reach a high counter. Their attempts might not always be successful at this age, but the fact that they’re trying shows they’re thinking through different options. If you don’t see signs of your child trying to solve problems in these ways, talk to your pediatrician about your concerns. They can assess your child’s overall development and answer any questions.

Posted in: 7 - 8 Months , 9 - 10 Months , 11 - 12 Months , 13 - 15 Months , 16 - 18 Months , 19 - 21 Months , 22 - 24 Months , 25 - 27 Months , 28 - 30 Months , Learning & Cognitive Skills , Cause and Effect , Problem Solving , Cognitive Development , STEM , Independent Play , Puzzles , Child Development , Learning & Cognitive Skills

Meet the Experts

Learn more about the lovevery child development experts who created this story..

Research & Resources

Alan, S., Boneva, T., & Ertac, S. (2019). Ever failed, try again, succeed better: Results from a randomized educational intervention on grit . The Quarterly Journal of Economics, 134 (3), 1121-1162.

Bergen, D. (2002). The role of pretend play in children’s cognitive development . Early Childhood Research & Practice , 4(1), n1.

Bruner, J. S. (1973). Organization of early skilled action . Child Development , 1-11.

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals . Journal of Personality and Social Psychology, 92 (6), 1087.

Hoicka, E., Mowat, R., Kirkwood, J., Kerr, T., Carberry, M., & Bijvoet‐van den Berg, S. (2016). One‐year‐olds think creatively, just like their parents . Child Development , 87 (4), 1099-1105.

Keen, R. (2011). The development of problem solving in young children: A critical cognitive skill. Annual Review of Psychology , 62 , 1-21.

Mullineaux, P. Y., & Dilalla, L. F. (2009). Preschool pretend play behaviors and early adolescent creativity . The Journal of Creative Behavior , 43(1), 41-57.

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Puzzles build fine motor skills, hand-eye coordination, and problem-solving strategies. Here is the progression of puzzle solving for babies and toddlers.

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When your toddler plays on their own, they develop concentration, problem-solving, and autonomy. Read these 4 tips for for supporting independent play.

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11 ways to build your toddler’s frustration tolerance 

Help your toddler work through feelings of disappointment, sadness, and frustration when their skills don't quite match their ambitions.

Why is Problem Solving Skills Important to Learn?

What are problem solving skills? Problem solving skills can be defined as an act to define a problem, finding the root cause of the problem (including performing identification, setting a priority, and choosing the right solution alternatives), and implementing the solution that is chosen.

Problem solving skills are required not only in business life but also in daily lives. However, not many people think of this as a must-have set of skills of life. As a result, not many people are dealing with problems in a right way.

But why does problem solving skill become important? This is because this kind of skill will help us to resolve the dispute happening not only within our relationship with others, but also resolving the problems within ourselves.

According to some Kepner-Tregoe, problem solving is the main idea of human evolution. Problem solving abilities will make it possible to them to keep thriving. That is why an effective problem solving becomes important not only in working situation but also in the setting of daily life,

You might wonder ‘what is problem solving skills’ method that we have already talked about. Well, there are various sources mentioning different amount of procedures you need to do when it comes to problem solving. However, problem-solving skills include these items mentioned below:

• Identifying the problem – Before getting too far, it’d be better to understand which kind of problem you are having.
• Define the problem – What comes next as the team problem solving strategies is to define the problem. If the previous step resembles to learning the situation, this procedure equals to writing down what the true problem is. Doing so will help you to further understand what acts you need to take.
• Exploring the problem – In this procedure, you are required to dig deeper what is causing the problem. By understanding what is there to fix, you can define what actions you need to take to start the fix.
• Start taking action – After you list down what the problems are and what actions you can take to resolve the problem, do what you can do. It is better to be done as soon as possible than making the problems getting unresolved. Or, getting bigger.
• Always look back – Once you’ve done what you can do in terms of resolving the problem, it’s time to evaluate yourself.

What You Can Get from Learning Problem Solving

As mentioned earlier, you can benefit many things from learning problem solving skills. Several benefits that you can get from that can be listed as follows:

• First, you can make yourself more sensitive in terms of identifying problem.
• Then, you will be used to brainstorm while thinking about any possible solutions.
• Next, you may also get trained for testing the solutions first before implementing it wholly.
• Lastly, by keeping the habit of ‘always look back’, you will learn that it is important to analyze results.

The Unexpected Benefit from Problem Solving

Now you know that learning problem solving skills will leave you nothing but some great benefits. But do you know that learning problem solving skills in the workplace will also give you the opportunity to grow yourself?

This is because the problem solving skills definition , example, and benefits mentioned above told you that it is important to always learn retrospectively and progressively. While you can learn how to learn in a retrospective way, progressively learning can help you to grow and learn a lot from your previous mistakes.

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The importance of problem solving as a skill.

Problem Solving as an ability is a life skill wanted by many, as it is essential to our day-to-day lives. Whether we are at home, or school or work, we are thrown curve balls by life almost every single step of the way. And how do we resolve those? You guessed it right – Problem Solving.

In this fast-changing era, employers often recognize everyday problem solving as integral to the success of their organizations. Developing a problem-solving element for employees can be used for practical and creative solutions, and to show independence and initiative to employers. This skill can empower you in your personal and professional life.

Solving problems can sometimes be an unconscious effort, as we solve problems every day without really thinking about them. It just happens. Nevertheless, in order to be effective at problem solving, some other key skills have to be kept in mind.

• Emotional Intelligence – It is the capacity to be aware of, or to recognize the emotions of oneself, or others and to handle interpersonal relationships with empathy.  A problem or its solution usually creates an impact on you or others. It is worth considering, as it will help guide you to an appropriate solution. It is imperative to have strong observational skills.
• Creativity – There are two ways to solve problems, either intuitively or systematically. Intuition is used when no new knowledge is needed which results in a quick decision using common sense or experience. A systematic or logical approach is used if the problems are more complex along with some creative thinking. Using critical thinking and attention to detail helps in assessing the results.
• Team Work – You may not have all the answers to your problems. That is when the input of other people comes in handy. Whether at home or school, ‘team work’ is an important aspect to problem solving. Someone may be more of an innovative thinker comparatively, so you could play well with the team in order to demonstrate persistence to explore potential solutions. Both communication and negotiation is important at this point.
• Researching Skills – Solving problems often requires a little bit of research. It can be a simple Google Search or an in-depth research project.
• Risk Management – A certain amount of risk is always involved when solving problems. The key is to weigh those risks against the problem like a pros and cons list. Then, take the leap of faith.
• Decision Making – Problem Solving and Decision Making go hand in hand as a skill set. In order to solve a problem, a decision has to be made. Sometimes, having enough information about the problem is what can influence a decision. Demonstrating lateral thinking and analytical abilities is important rather than accepting issues at face value. It will help you to assess what is exactly going on.

Problem solving is important in every trade. There is no aspect of life that is immune to the regular onslaught of troubles. Improving your problem solving skills will give you a divergent edge that will certainly make you stand out from the crowd.

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What are Problem Solving Skills?

Problem solving is an important life and work skill.

In work and in life, problems can crop up. Even if you don’t know how to fix the problem at first, you can think about how the problem happened in the first place. Then you can keep calm and use logic to find some good solutions.

This logical way of looking at things with a clear head is called problem solving. It can be a great way to solve problems without heartache, from dealing with school or college gossip to figuring out next steps if an important parcel didn’t get delivered to work.

Why Is Problem Solving Important?

Life will always have problems to overcome, from figuring out why your phone isn’t working to dealing with a tricky customer at work.

Employers want to know how you deal with problems, because they want you to see a problem as a challenge that can be overcome if you deal with it in a logical way.

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Building your problem solving skills as a student, we all get problems at school and beyond..

Are you faced with a problem in homework or even an exam? Have you been asked to put together an argument for an essay or debate?

Even if you don’t know the answer, read the problem several times to make sure you understand all the information being given you. If you’re at home you can research, but in an exam situation try to think about it logically: What are you being asked? How would you go about coming up with a logical solution? If you come with more than one solution, which do you think is the best one and why? If you still don’t know the answer, move onto the next problem and come back and try again with a fresh head.

Many of the problems you face at school can be approached with the five key life skills including motivation, self belief, self management and team working. If the problem involves people, your communication skills will come in handy, too.

With any general problem you come across in life, consider:

• Will it help to prepare in advance or in an organised frame of mind?
• Will it help if you approach the problem as a pair or group instead of dealing with it alone?
• How can you stay motivated to tackle the problem and see it through with a positive attitude?
• Can you approach the problem logically, letting your head rule your heart? (It is easier to find solutions this way).

Building Your Problem Solving Skills At Work

Whenever a problem comes up in work, use this 5-step process to see if you can fix it:

• Describe the problem and set a ‘problem statement’.
• Analyse what is right and what is wrong in the current situation.
• Identify the likely causes of the problem.
• Identify the most probable cause and test this out.
• Take action to address the problem.

You’ve probably found solutions to problems in the past, as well as taking pride in your work, so try to think about what went well and what didn’t. You can use the STARRS method to do this.

Building problem solving skills at work (and in general life) will help you to:

• Evaluate situations and information and break them down into manageable chunks
• See problems in a new light, as possible solutions not impossible challenges
• Build your decision-making skills as you make decisions based on information and logic not pure gut feeling
• Discover strengths and skills in yourself that you might never have known about yourself before
• Learn and grow over time with each problem you’ve overcome
• Show employers that you are practical, creative, flexible and can be relied upon.

How Can You Build Your Problem Solving Skills In Everyday Life?

Take on problems you enjoy

If you like video games, board games or ‘mind’ games like Sudoku you will find these often have problems that need to be approached in a logical way, with strategic planning and trial and error.

Remember that problems can be physical as well as mental

Do you like working with your hands? Car maintenance, DIY and crafting are just some examples of physical work that involves solving problems.

How To Show Your Problem Solving Skills To Employers

Creating a good cv and cover letter.

Many of the grades you studied for, work experience you’ve done and even extra-curricular activities you’ve enjoyed have all had problems you had to think about logically in order to find a solution.

Find an example of a problem you solved for each experience you’ve put on your CV.

For each problem, ask yourself how you:

I dentified the problem

D efined the problem, e xamined the options, a cted on a plan, l ooked at the consequences.

This is known as the IDEAL method! You don’t need to talk about this on your CV or cover letter, but it will help prepare you for job interviews.

Job interviews

Employers will always be interested to hear how you’ve tackled problems in the past and could ask you to name an example of a problem you solved or overcame in your job interview.

Give them an example from your past school, work or life experience using the IDEAL method.

• Problem solving tips for interviews
• Problem solving tips for assessment centres

Problem solving is a life skill you can grow over time.

In life you will get lots of chances to approach problems in a cool, calm and collected way, both inside and outside of work/study.

If you don’t think you do an extra-curricular activity that involves problem solving, add a new hobby to your list where solving problems is a part of what’s involved.

Search for “problem solving skills test” online. You will find lots of online quizzes where you can test yourself on how you solve problems, and discover ways in which you could improve.

Activity: Test Your Problem Solving

See if you can think about the questions below. It’s useful to you to come up with examplesfrom your own life and work experience.

• Why are problem solving skills important to an employer?
• How could you develop your problem solving skills? Give an example.
• How can you demonstrate good communication skills? Give an example.
• How could you demonstrate your problem solving skills to a prospective employer in a job interview? Give an example.

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How to Train Your Problem-Solving Skills

From the hiccups that disrupt your morning routines to the hurdles that define your professional paths, there is always a problem to be solved. 

The good news is that every obstacle is an opportunity to develop problem-solving skills and become the best version of yourself. That’s right: It turns out you can get better at problem-solving, which will help you increase success in daily life and long-term goals.  

Read on to learn how to improve your problem-solving abilities through scientific research and practical strategies.

Understanding Problem-Solving Skills

You may be surprised to learn that your problem-solving skills go beyond just trying to find a solution. Problem-solving skills involve cognitive abilities such as analytical thinking, creativity, decision-making, logical reasoning, and memory. 

Strong problem-solving skills boost critical thinking, spark creativity, and hone decision-making abilities. For you or anyone looking to improve their mental fitness , these skills are necessary for career advancement, personal growth, and positive interpersonal relationships. 

Core Components of Problem-Solving Skills Training

To effectively train your problem-solving skills, it’s important to practice all of the steps required to solve the problem. Think of it this way: Before attempting to solve a problem, your brain has already been hard at work evaluating the situation and picking the best action plan. After you’ve worked hard preparing, you’ll need to implement your plan and assess the outcome by following these steps:  

• Identify and define problems: Recognizing and clearly articulating issues is the foundational step in solving them.
• Generate solutions: Employing brainstorming techniques helps you develop multiple potential solutions.
• Evaluate and select solutions: Using specific criteria to assess solutions helps you choose the most effective one.
• Implement solutions: Developing and executing action plans, including preparing for potential obstacles, guides you to positive outcomes.
• Review and learn from outcomes: Assessing the success of solutions and learning from the results for future improvement facilitates future success. 

Strategies for Developing Problem-Solving Skills

There are many practical exercises and activities that can improve problem-solving abilities.

Cultivate a Problem-Solving Mindset

• Adopt a growth mindset: A growth mindset involves transforming phrases like “I can’t” into “I can’t yet.” Believing in the capacity to improve your skills through effort and perseverance can lead to greater success in problem-solving.
• Practice mindfulness: Mindfulness can enhance cognitive flexibility , allowing you to view problems from multiple perspectives and find creative solutions.

Enhance Core Cognitive Skills 

• Strengthen your memory: Engage in activities that challenge your memory since accurately recalling information is crucial in problem-solving. Techniques such as mnemonic devices or memory palaces can be particularly effective.
• Build your critical thinking: Regularly question assumptions, evaluate arguments, and engage in activities that require reasoning, such as strategy games or debates.

Apply Structured Problem-Solving Techniques

• Use the STOP method: This stands for Stop , Think , Observe , and Plan . It's a simple yet effective way to approach any problem methodically, ensuring you consider all aspects before taking action.
• Try reverse engineering: Start with the desired outcome and work backward to understand the steps needed to achieve that result. This approach can be particularly useful for complex problems with unclear starting points.

Incorporate Technology into Your Training

• Engage with online courses and workshops: Many platforms offer courses specifically designed to enhance problem-solving skills, ranging from critical thinking to creative problem-solving techniques.
• Use cognitive training apps: Apps like Elevate provide targeted, research-backed games and workouts to improve cognitive skills including attention, processing speed, and more. 

Practice with Real-World Applications and Learn from Experience

• Tackle daily challenges: Use everyday issues as opportunities to practice problem-solving. Whether figuring out a new recipe or managing a tight budget, applying your skills in real-world situations can reinforce learning.
• Keep a problem-solving journal: Record the challenges you face, the strategies you employ, and the outcomes you achieve. Reflecting on your problem-solving process over time can provide insights into your strengths and areas for improvement.

Embracing Problem-Solving as a Lifelong Journey

Since problems arise daily, it’s important to feel confident in solving them. 

And you can do just that by downloading the Elevate brain training app. Elevate offers 40+ games and activities designed to improve problem-solving, communication, and other cognitive skills in a personalized way that’s backed by science. Pretty cool, right? 

Consider downloading the Elevate app on Android or iOS now—it’ll be the easiest problem you solve all day. 

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The Significance of Problem-Solving Skills for South African Youth

In the vibrant tapestry of South Africa, the youth represent the promise of a brighter future. However, amidst this potential lies a pressing issue: unemployment , particularly among young people. As the nation strives for economic growth and development, the cultivation of problem-solving skills among its youth emerges as a critical component. This article delves into why problem solving skills are important for South African youth, especially concerning job prospects and tackling youth unemployment.

The Youth Unemployment Crisis

South Africa grapples with a significant challenge: high levels of youth unemployment. According to recent statistics, the youth unemployment rate in South Africa stands at alarming levels, far surpassing the global average. Factors such as economic stagnation, inadequate educational opportunities, and a rapidly evolving job market contribute to this complex issue. Amidst these challenges, the development of problem-solving skills emerges as a beacon of hope.

Bridging the Skills Gap

One of the primary reasons problem-solving skills are crucial for South African youth is their ability to bridge the skills gap. In today’s dynamic workforce, employers seek individuals who can navigate complex problems, adapt to changing circumstances, and innovate solutions. However, many young job seekers lack these essential skills, leaving them ill-prepared for the demands of the modern workplace.

The Youth for the Job Market

By equipping South African youth with robust problem-solving abilities, we empower them to navigate the job market with confidence and resilience. Whether pursuing careers in traditional sectors or emerging industries, the capacity to solve problems effectively is invaluable. Employers increasingly prioritize candidates who demonstrate critical thinking, creativity, and adaptability – all of which are cultivated through strong problem-solving skills.

The Entrepreneurial Spirit

In a country striving for economic growth and innovation, fostering an entrepreneurial spirit among the youth is essential. Problem-solving lies at the heart of entrepreneurship, driving individuals to identify opportunities, overcome obstacles, and create value. By nurturing problem-solving skills, South African youth are better positioned to embark on entrepreneurial ventures, fueling economic development and job creation.

Social Challenges

Beyond its implications for the workforce, problem-solving skills play a pivotal role in addressing social challenges facing South Africa. From healthcare disparities to environmental sustainability, many pressing issues require innovative solutions. By empowering youth to think critically and creatively, we cultivate a generation of change-makers poised to tackle these complex problems head-on.

Technological Advancements

In an era defined by rapid technological advancements, the ability to solve problems takes on added significance. South African youth must adapt to digital transformation and harness technology to drive progress. From coding and data analysis to cybersecurity and artificial intelligence, proficiency in problem solving enables young people to thrive in an increasingly digital landscape.

The Educational Outcomes

The integration of problem-solving skills into educational curricula has the potential to transform learning outcomes for South African youth. Rather than rote memorization and passive absorption of information, students engage in active learning experiences that promote critical thinking and problem-solving. This shift not only prepares them for future employment but also nurtures lifelong learning habits essential for personal and professional growth.

Resilience and Persistence

In the face of adversity and setbacks, problem-solving skills empower South African youth to persevere. The ability to approach challenges with resilience and persistence is invaluable, both in the pursuit of employment and in navigating life’s uncertainties. By instilling a problem-solving mindset, we equip young people with the tools to overcome obstacles and emerge stronger on the other side.

Leveraging Diversity and Inclusion

South Africa’s rich tapestry of cultures, languages, and perspectives is a source of strength and resilience. Problem-solving thrives in environments where diverse voices are heard, and inclusive solutions are valued. By embracing diversity and fostering inclusive environments, we unlock the full potential of South African youth, harnessing their collective ingenuity to drive positive change.

In conclusion, problem-solving skills are essential for South African youth, particularly concerning job prospects and addressing youth unemployment. By bridging the skills gap, empowering youth for the job market, fostering an entrepreneurial spirit, addressing social challenges, navigating technological advancements, enhancing educational outcomes, cultivating resilience and persistence, and leveraging diversity and inclusion, problem-solving skills catalyze progress and prosperity. As South Africa continues its journey towards a brighter future, investing in the development of problem-solving skills among its youth is paramount. Through collaboration between government, educational institutions, businesses, and civil society, we can unlock the boundless potential of the next generation and build a more inclusive and prosperous nation.

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Is Learning Coding Worth It for Kids? The Benefits Explained

Lomit Patel

What is the best coding program for kids top picks today, should your 8 year old learn coding benefits & resources.

Obviously, nothing but the top-notch stuff for your little one, right? Well, have you considered coding? Yep, that thing that seems like it’s just for tech geniuses and computer whizzes. But here’s the thing – coding isn’t just about staring at a screen and typing weird symbols. It’s actually a pretty incredible tool for kids to learn, and the benefits go way beyond just being good with computers.

So, is learning coding worth it for kids? The short answer is a resounding yes. But don’t just take my word for it. Think about this – getting kids into coding could open doors in ways you haven’t even imagined, from problem-solving skills to career paths galore.

The Benefits of Learning Coding for Kids

As a parent, you want to set your child up for success in every way possible. You’ve probably heard about the importance of learning to code, but maybe you’re not sure why it matters. I’m here to tell you, from personal experience, that coding offers a wealth of benefits for kids beyond technical skills.

When my daughter started learning to code, I was amazed at how quickly it sparked her creativity and problem-solving abilities. She went from being a passive consumer of technology to an active creator, building her games and animations easily. But the benefits didn’t stop there.

Coding Nurtures Creativity

Coding is a fundamentally creative process. It encourages kids to experiment, take risks, and bring their wildest ideas to life. When kids learn to code, they know that there’s no one “right” way to solve a problem. They’re free to use their imagination and come up with unique solutions.

I’ve seen this firsthand with my kids. They’ve created everything from interactive stories to mini-games, each project more inventive than the last. Coding gives them the tools to express themselves in a whole new way, and it’s a joy to watch their creativity flourish.

Coding Makes Math More Engaging

For many kids, math can feel abstract and disconnected from the real world. But when kids learn to code, they see how mathematical concepts like geometry, algebra, and trigonometry are used to create the digital experiences they love.

Coding brings math to life in a way that pencil and paper never could. Kids get immediate feedback as they experiment with variables, functions, and algorithms. They learn to think logically and break down complex problems into smaller, more manageable parts. Best of all, they have fun doing it.

Coding Develops Problem-Solving Skills

At its core, coding is all about solving problems. Whether debugging a program or designing an app from scratch, kids who code learn to think critically and approach challenges from all angles.

When my son first learned to code, he often got frustrated when his programs didn’t work as expected. But over time, he learned to break down the problem, test different solutions, and persist until he found the answer. These skills will serve him well not just in coding but in every area of life.

Coding Enables Computational Thinking

Computational thinking is a way of breaking down complex problems into smaller, more manageable parts. It involves skills like pattern recognition, abstraction, and algorithm design – all essential for success in the digital age.

Children who learn to code develop computational thinking skills without realizing it. They learn to analyze data, automate repetitive tasks, and create efficient solutions to complex problems. These skills are invaluable in computer science and fields like medicine, finance, and engineering.

Coding Promotes Learning by Doing

One of the best things about coding is that it’s a hands-on, experiential way of learning. Kids don’t just read about coding concepts in a textbook – they put them into practice by building real projects with code.

This kind of learning by doing is incredibly powerful. It helps kids retain information better, develop a deeper understanding of complex topics, and see the real-world applications of their learning. Plus, it’s just plain fun.

Reasons Why Kids Should Learn to Code

We’ve discussed some of the key benefits of coding for kids, but why is it so important that they start learning these skills early? As someone who’s seen the impact of coding firsthand, I believe there are countless reasons why every child should have the opportunity to learn to code.

Coding Teaches Attention to Detail

When you’re coding, one tiny mistake can break an entire program. That’s why coding requires careful attention to detail and a methodical approach to problem-solving. As kids learn to code, they develop a keen eye for spotting errors and a systematic way of testing and debugging their code.

This attention to detail is a valuable skill that extends far beyond coding. Whether they’re proofreading an essay or double-checking a math problem, kids who learn to code are better equipped to catch mistakes and produce high-quality work.

Coding Demands Concentration

Coding is an immersive activity that requires deep focus and concentration. When kids are coding, they need to block out distractions and stay focused on the task at hand for extended periods.

This kind of sustained concentration takes practice to develop, but it’s incredibly valuable in today’s distraction-filled world. By learning to code, kids build the mental stamina and discipline to tackle complex problems and see projects through to completion.

Coding Teaches Abstract Thinking

Coding involves a lot of abstract concepts, like variables, functions, and loops. These concepts can be challenging for kids to grasp at first, but as they learn to code, they develop the ability to think abstractly and break down complex ideas into smaller, more manageable parts.

This kind of abstract thinking is a key component of computational thinking , a skill valuable in many different fields. Kids who learn to code are better equipped to tackle abstract challenges, whether they’re analyzing data, designing algorithms, or solving complex math problems.

Coding Enables Entrepreneurship

In today’s digital age, coding is an essential skill for entrepreneurs. With coding skills, kids can turn their ideas into reality and create their apps, websites, and games.

Learning to code opens up a world of entrepreneurial possibilities for kids. They can start their businesses, freelance for clients, or even create products that solve real-world problems. By learning to code, kids gain the tools to bring their ideas to life and make a real impact.

Coding Teaches Strategic Thinking

Coding is all about strategic thinking and planning. When kids learn to code, they break down complex problems into smaller steps, anticipate challenges, and plan their code before writing.

Strategic thinking is a valuable skill in any field, from business to engineering to medicine. By learning to think strategically and plan, kids are better equipped to tackle complex problems and make smart decisions in all areas of their lives.

Learning to code is an incredible opportunity for kids to develop valuable skills, express their creativity, and prepare for a bright future in our increasingly digital world. As a parent, I’ve seen firsthand the excellent benefits of coding for kids – and I believe every child deserves the chance to experience them for themselves.

The Importance of Learning to Code

As a developer and a parent, I’ve seen firsthand the incredible benefits that learning to code can have for kids. It’s not just about preparing them for a future career in tech (although that’s certainly a big plus). Learning to code can help kids develop a whole host of valuable skills that will serve them well in all areas of their lives.

Now, I’m keen to explore some top-notch arguments for getting all children into code-learning mode. From boosting problem-solving skills to encouraging creativity and persistence, coding offers a wealth of benefits that can help kids reach their full potential.

Coding Boosts Problem-Solving Skills

One of the most valuable skills that coding teaches is problem-solving. When children dive into coding, they pick up the skill of slicing large issues into bite-sized pieces that are easier to handle. By picking up on patterns and piecing together algorithms with a dash of logic – that’s how they figure things out.

These problem-solving skills are incredibly valuable, not just in coding but in all areas of life. Whether they’re tackling a tough math problem or trying to figure out how to resolve a conflict with a friend, kids who have learned to code will have the tools they need to approach problems in a systematic and effective way.

Coding Improves Computational Thinking

Closely related to problem-solving is computational thinking – the ability to break down complex problems into smaller, more manageable parts. When kids learn to code, they develop this skill in spades.

As Hadi Partovi, founder and CEO of Code.org, explained in a TED Talk: “Computational thinking is a way of solving problems, designing systems, and understanding human behavior that draws on concepts fundamental to computer science.”

By learning to think computationally, kids are better equipped to tackle all sorts of challenges, both in and out of the classroom. It’s a skill that will serve them well throughout their lives.

Coding Encourages Persistence

Sometimes, cracking the code on learning to program feels like solving a tough puzzle. It requires persistence, determination, and a willingness to keep trying even when things get tough. These are incredibly valuable qualities that will serve kids well in all areas of their lives.

When kids encounter a bug in their code or hit a roadblock in their project, they can’t just give up. They need to experiment with various strategies until they hit upon the right one. This teaches them the value of persistence and helps them develop a growth mindset – the belief that they can improve and succeed through hard work and dedication.

Coding Teaches Creativity

While coding may seem like a purely technical skill, it actually requires a great deal of creativity. Imagine this – with just learning how to code, kids open doors to creating totally original stuff that’s all theirs. They can let their imaginations run wild as they design games, animations, and interactive stories.

Imagine the excitement as kids embark on this creative path – it’s not only deeply satisfying but also kindles their lifelong enthusiasm for uncovering new things. As they experiment with different coding concepts and techniques, they’ll discover new ways to express themselves and bring their ideas to life.

Coding Helps Teach Digital Literacy

Now more than ever, our youngsters need to get savvy with all things digital. Mastering technology is key – learning its ins and outs so you can apply it thoughtfully and make things happen. Learning to code is a great way to develop these skills.

Mastering code helps youngsters really get how technology ticks behind those screens. They learn about algorithms, data structures, and computer networks. They also learn important digital citizenship skills like online safety and responsible use of technology.

With the tech scene taking over, sharpening these skills has never been more vital. By learning to code, kids can become informed and empowered digital citizens.

Coding is a Career-Building Skill

Of course, one of the most obvious benefits of learning to code is that it can open up a world of career opportunities. The demand for skilled coders is high and only growing. By learning to code at a young age, kids can set themselves up for success in a wide range of fields, from software development to data analysis to digital design.

But even if kids don’t end up pursuing a career in tech, the skills they learn through coding will still be incredibly valuable. From tech startups to traditional corporations – everyone wants team members who can handle challenges creatively and share their thoughts clearly. By learning to code, kids can develop these skills and make themselves more marketable in any field.

Coding Improves Confidence and Communication Skills

Picking up coding skills can seriously pump up kids’ self-esteem. When they learn to create something from scratch and see their hard work pay off, it can be incredibly empowering. They realize that they have the power to bring their ideas to life and make a difference in the world.

Coding also requires kids to communicate their ideas clearly and effectively. They need to be able to explain their code to others, collaborate with their peers, and present their projects to an audience. These communication skills will serve them well in all areas of their lives, from school projects to job interviews to personal relationships.

So, if you’re a parent or educator looking to give your kids a leg up in life, consider introducing them to coding. With so many benefits, it’s an investment that will pay off for years to come.

So, is learning coding worth it for kids? Absolutely. Think of coding as a secret club that arms children with some pretty incredible skills – they get better at solving puzzles, coming up with creative solutions, and learning how not to give up easily. And let’s be real, in today’s digital age, coding is basically a superpower.

But the best part? Coding is fun. Kids get to create their own games, animations, and interactive stories. It’s like flipping on the switch in a dark room – suddenly, they see endless possibilities for crafting stories out of thin air.

So if you’re wondering whether coding is worth it for your kid, the answer is a big, bold yes. Imagine this – today’s learning could be tomorrow’s breakthrough. Maybe they’re on track to be that standout inventor everyone talks about. Yep, getting children started with coding is time well spent. You bet it is.

About Lomit Patel

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