problem solving skills year 2

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Year 2 Maths Worksheets UK Hub Page

Welcome to Math Salamanders Year 2 Maths Worksheets hub page.

In our Year 2 area, you will find a wide range of printable math worksheets and Maths activities for your child to enjoy.

Come and take a look at our dot-to-dot pages, or our maths games. Perhaps you would prefer our 2d shape worksheets, or learning about numbers using our number line worksheets?

Hopefully you will find something here to meet your child's maths requirements!

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This page contains links to other Math webpages where you will find a range of activities and resources.
If you can't find what you are looking for, try searching the site using the Google search box at the top of each page.

Year 2 Maths Learning

Here are some of the key learning objectives for the end of Year 2:

know and use Place value up to 100
Compare and order numbers up to 100
Counting on and back in 1s and 10s
count in 2s, 5s and 10s
Position numbers on a number line up to 1000
use addition and subtraction facts to 20
use related facts for addition and subtraction
add or subtract 1 or 10 from a 2-digit number
add and subtract 2-digit numbers
number bonds to 100 using tens only
add three single-digit numbers
recognise and make equal groups
use the x symbol to write multiplication sentences
use arrays and pictures to represent multiplication sentences
know multiplication facts for the 2, 5 and 10 times table
recognise and find a half, a quarter and a third
understand and use fraction notation
understand the equivalence of a half and two-quarters
count on in halves, thirds and quarters up to 10
count in pence: 1p, 2p ,5p, 10p and 20p
count in pounds: £1, £2, £5, £10 and £20
find a simple total or difference between two money amounts
find the change from simple amounts
tell the time: o'clock, half-past, quarter-past and to
understand and compare durations of time
compare and measure length, mass, volume, capacity and temperature
read a variety of scales going up in 1s, 2s, 5s and 10s
recognise 2D and 3D shapes
count sides and vertices on 2D shapes
count faces, edges and vertices on 3D shapes
sort and make patterns with 2D and 3D shapes
describe movement and turns
make tally charts
draw and interpret pictograms
understand and use block diagrams

Please note:

Our site is mainly based around the US Elementary school math standards.

Though the links on this page are all designed primarily for students in the US, but they are also at the correct level and standard for UK students.

The main issue is that some of the spelling is different and this site uses US spelling.

Year 2 is generally equivalent to 1st Grade in the US.

On this page you will find link to our range of math worksheets for Year 2.

Quicklinks to Year 2 ...

Place Value Zone

Operations Zone

Mental Math Zone

Word Problems Zone

Measurement Zone

Geometry Zone

Data analysis zone.

Fun Zone: games and puzzles

Coronavirus Stay At Home Support

For those parents who have found themselves unexpectedly at home with the kids and need some emergency activities for them to do, we have started to develop some Maths Grab Packs for kids in the UK.

Each pack consists of at least 10 mixed math worksheets on a variety of topics to help you keep you child occupied and learning.

The idea behind them is that they can be used out-of-the-box for some quick maths activities for your child.

They are completely FREE - take a look!

Free Maths Grabs Packs

Place Value & Number Sense Zone

Year 2 Place Value Charts

Here you will find a range of Free Printable Place Value Charts for Year 2.

These printable charts will help your child learn to read and write numbers.

Some of the charts are partially filled to help your child learn their place value.

Using these sheets will help your child to:

learn to count in tens and ones;
learn to read and write numbers.
Printable Number Charts 0-99
Hundred Number Charts (100 Squares)
Number Grid up to 200

Place Value and Counting Worksheets

Here you will find a range of Year 2 Place Value Worksheets.

These Year 2 maths worksheets will help your child learn their place value, reading, writing and ordering numbers up to 100.

There are also some money worksheets involving counting in dimes and pennies to support place value learning.

learn to order numbers to 100;
learn to count in dimes and pennies;
learn to read and write numbers to 100.

Year 2 Place Value Worksheets

Place Value to 20 Worksheets
Math Place Value Worksheets Tens and Ones
Ordering 2-digit numbers Worksheets
Greater than Less than Worksheets - up to 2 digit numbers
Printable Counting Worksheets to 50
Missing Number Chart 1-100
Counting by 2s Worksheets
Math Worksheets Counting by 1s 5s and 10s

Number Line Worksheets

Here is our selection of free printable number line worksheets for Year 2 pupils.

These first grade math worksheets will give your child a good grasp of place value and number sequences up to 100.

count on and back by ones;
position numbers to 100 on a number line.
Number lines to 20
Number lines to 100

Year 2 Mental Maths Zone

Here you will find a range of printable mental math sheets designed especially for Year 2 children.

Each quiz tests the children on a range of math topics from number facts and mental arithmetic to geometry, solving word problems and measures questions.

A great way to revise topics, or use as a weekly math quiz!

Year 2 Printable Mental Maths

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Year 2 Addition Worksheets

Here you will find a range of Free Printable Addition Worksheets to support Year 2.

The following first grade math worksheets involve adding different amounts.

learn their addition facts to 12+12;
learn to solve an addition fact where one of the addends is missing;
learn to add numbers in columns up to 100.
Number Bonds to 10 and 12
Addition Sentences to 12
Addition Fact Practice to 12
Addition Facts to 20 Worksheets
Adding tens
Addition Word Problems
2 Digit Addition Without Regrouping
2 Digit Addition Worksheets With Regrouping
Free Addition Worksheets (randomly generated)

Year 2 Subtraction Worksheets

Here you will find a range of Year 2 Subtraction Worksheets.

The following worksheets involve using the Math skills of subtracting.

Using these Year 2 maths worksheets will help your child to:

learn their addition and subtraction facts to 12;
learn to subtract 2 digit numbers.
Subtraction Facts to 12
Subtracting tens
Subtraction Word Problems
Two Digit Subtraction Worksheets Without Regrouping
2 Digit Subtraction Worksheets With Regrouping
Free Subtraction Worksheets (randomly generated)

Addition & Subtraction Worksheets

If you need to mix and match addition and subtraction fact questions within the same sheet, then use this section here.

The addition and subtraction worksheets involve counting on and back with numbers to 12.

Math Activities Addition and Subtraction to 12
Add and Subtract 10 Worksheets
Addition Subtraction Worksheets (randomly generated)
Addition and Subtraction Problems

Year 2 Maths Word Problems

Here you will find a range of math word problems aimed at Year 2 level. Each problem sheet is based on an interesting theme such as parties or the seaside.

Add and subtract with numbers to 12;
order numbers to 100;
solve a range of math problems.
Maths Problems for Year 2

Longer Math Problems

Year 2 Maths Problems (1st Grade)

Year 2 Geometry Worksheets

Here is a range of free geometry worksheets for Year 2 pupils.

The following worksheets will help your child to:

Identify and name a range of 2d and 3d shapes;
Draw 2d shapes;
Know some of the properties of 2d shapes.
Year 2 Geometry Worksheets (1st Grade)

Measurement Zone, including Time & Money

Year 2 measurement worksheets.

Here is our selection of measurement worksheets for Year 2 pupils.

These sheets involve reading scales going up in ones to find the weight or liquid capacity.

Using these sheets will help children to consolidate their counting as well as learning to read a simple scale.

Year 2 Measurement Worksheets (1st Grade)

Year 2 Money Worksheets

Here you will find a range of free printable First Grade Money Worksheets.

The following worksheets involve counting different amounts of money in pennies, nickels and dimes.

learn the names and values of the US coins;
learn to count up different amounts of money to £1 in coins.
Free Counting Money Worksheets UK Coins (easier)
Free Money Worksheets UK Coins up to £1

Printable Money Resources

Printable Money Flashcards
Kids Counting Money Dominoes

Telling the Time Worksheets

Here is our selection of telling the time worksheets for 1st grade.

read o'clock and half-past times;
convert o'clock and half-past times to digital;
draw clock hands correctly to mark out o'clock and half-past.

The year 2 maths worksheets in this section will help your child learn to tell simple times on an analogue clock.

Telling Time Worksheets o'clock and half-past
Clock Worksheets - Quarter Past and Quarter To

Year 2 Bar Graph Worksheets

Here is our selection of bar graphs for first graders.

These Year 2 maths worksheets involve reading and interpreting a range of bar graphs and picture graphs with a scale going up in ones.

Using these sheets will help children to understand how bar graphs work.

Year 2 Picture/Bar Graphs (First Grade)

Fun Zone: Puzzles, Games and Riddles

Year 2 Maths Games

Here you will find a range of free printable Math games. All children like to play Math games, and you will find a good range of Maths Games at a Year 2 level here for your child to play and enjoy.

Year 2 Maths Games (First Grade)

Year 2 Maths Puzzles

Here you will find a range of printable Year 2 level math puzzles for your child to enjoy.

The puzzles will help your child practice and apply their addition and subtraction facts as well as developing their thinking and reasoning skills in a fun and engaging way.

Using these puzzles will help your child to:

develop thinking and reasoning skills;
develop perseverance.
Year 2 Maths Puzzles (1st Grade)
Dot to Dot up to 50

Math Salamanders Year 2 Maths Games Ebook

Our Year 2 Maths Games Ebook contains all of our fun maths games, complete with instructions and resources.

This ebooklet is available in our store - use the link below to find out more!

Year 2 Maths Games Ebook

Other UK Maths Worksheet pages

See below for our other maths worksheets hub pages designed for children in the UK.

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The Math Salamanders hope you enjoy using these free printable Math worksheets and all our other Math games and resources.

We welcome any comments about our site or worksheets on the Facebook comments box at the bottom of every page.

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National Curriculum In England: Mathematics Programmes Of Study

Find help from our team of math teachers who are here to help struggling students with their math skills. Find on-demand videos for every second-grade skill to teach students how to best tackle math problems. Teachers break down the concepts in an easily understandable format for younger students who need help with their math skills.

Find video tutorials for second-grade math skills in geometry, time, fractions, and others.
Students learn to use the available tools to best answer the math questions.
Videos pop-up automatically when a student is having difficulty answering the questions.

You can find Hamilton's investigations for Year 2:

Individually, they are incorporated into every unit in our Year 2 flexible maths blocks .
Collectively, they appear on our resources page where you can explore all our in-depth problem solving investigations for Year 2 .

Do read our extensive range of advice for more information about the investigations and for tips on how to use them effectively.

Hamilton’s problem-solving investigations are 'low floor, high ceiling' activities that give all children opportunities to develop mastery and mathematical meta-skills. Explore a set for a whole year group.

Hamilton’s Problem-solving Investigations provide school-wide solutions to the challenges of building investigative skills from Early Years to Year 6.

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How to Teach Kids Problem-Solving Skills

KidStock / Blend Images / Getty Images

Steps to Follow
Allow Consequences

Whether your child can't find their math homework or has forgotten their lunch, good problem-solving skills are the key to helping them manage their life.

A 2010 study published in Behaviour Research and Therapy found that kids who lack problem-solving skills may be at a higher risk of depression and suicidality. Additionally, the researchers found that teaching a child problem-solving skills can improve mental health .

You can begin teaching basic problem-solving skills during preschool and help your child sharpen their skills into high school and beyond.

Why Problem-Solving Skills Matter

Kids face a variety of problems every day, ranging from academic difficulties to problems on the sports field. Yet few of them have a formula for solving those problems.

Kids who lack problem-solving skills may avoid taking action when faced with a problem.

Rather than put their energy into solving the problem, they may invest their time in avoiding the issue. That's why many kids fall behind in school or struggle to maintain friendships .

Other kids who lack problem-solving skills spring into action without recognizing their choices. A child may hit a peer who cuts in front of them in line because they are not sure what else to do.

Or, they may walk out of class when they are being teased because they can't think of any other ways to make it stop. Those impulsive choices may create even bigger problems in the long run.

The 5 Steps of Problem-Solving

Kids who feel overwhelmed or hopeless often won't attempt to address a problem. But when you give them a clear formula for solving problems, they'll feel more confident in their ability to try. Here are the steps to problem-solving:

Identify the problem . Just stating the problem out loud can make a big difference for kids who are feeling stuck. Help your child state the problem, such as, "You don't have anyone to play with at recess," or "You aren't sure if you should take the advanced math class."
Develop at least five possible solutions . Brainstorm possible ways to solve the problem. Emphasize that all the solutions don't necessarily need to be good ideas (at least not at this point). Help your child develop solutions if they are struggling to come up with ideas. Even a silly answer or far-fetched idea is a possible solution. The key is to help them see that with a little creativity, they can find many different potential solutions.
Identify the pros and cons of each solution . Help your child identify potential positive and negative consequences for each potential solution they identified.
Pick a solution. Once your child has evaluated the possible positive and negative outcomes, encourage them to pick a solution.
Test it out . Tell them to try a solution and see what happens. If it doesn't work out, they can always try another solution from the list that they developed in step two.

Practice Solving Problems

When problems arise, don’t rush to solve your child’s problems for them. Instead, help them walk through the problem-solving steps. Offer guidance when they need assistance, but encourage them to solve problems on their own. If they are unable to come up with a solution, step in and help them think of some. But don't automatically tell them what to do.

When you encounter behavioral issues, use a problem-solving approach. Sit down together and say, "You've been having difficulty getting your homework done lately. Let's problem-solve this together." You might still need to offer a consequence for misbehavior, but make it clear that you're invested in looking for a solution so they can do better next time.

Use a problem-solving approach to help your child become more independent.

If they forgot to pack their soccer cleats for practice, ask, "What can we do to make sure this doesn't happen again?" Let them try to develop some solutions on their own.

Kids often develop creative solutions. So they might say, "I'll write a note and stick it on my door so I'll remember to pack them before I leave," or "I'll pack my bag the night before and I'll keep a checklist to remind me what needs to go in my bag."

Provide plenty of praise when your child practices their problem-solving skills.

Allow for Natural Consequences

Natural consequences may also teach problem-solving skills. So when it's appropriate, allow your child to face the natural consequences of their action. Just make sure it's safe to do so.

For example, let your teenager spend all of their money during the first 10 minutes you're at an amusement park if that's what they want. Then, let them go for the rest of the day without any spending money.

This can lead to a discussion about problem-solving to help them make a better choice next time. Consider these natural consequences as a teachable moment to help work together on problem-solving.

Becker-Weidman EG, Jacobs RH, Reinecke MA, Silva SG, March JS. Social problem-solving among adolescents treated for depression . Behav Res Ther . 2010;48(1):11-18. doi:10.1016/j.brat.2009.08.006

Pakarinen E, Kiuru N, Lerkkanen M-K, Poikkeus A-M, Ahonen T, Nurmi J-E. Instructional support predicts childrens task avoidance in kindergarten . Early Child Res Q . 2011;26(3):376-386. doi:10.1016/j.ecresq.2010.11.003

Schell A, Albers L, von Kries R, Hillenbrand C, Hennemann T. Preventing behavioral disorders via supporting social and emotional competence at preschool age . Dtsch Arztebl Int . 2015;112(39):647–654. doi:10.3238/arztebl.2015.0647

Cheng SC, She HC, Huang LY. The impact of problem-solving instruction on middle school students’ physical science learning: Interplays of knowledge, reasoning, and problem solving . EJMSTE . 2018;14(3):731-743.

Vlachou A, Stavroussi P. Promoting social inclusion: A structured intervention for enhancing interpersonal problem‐solving skills in children with mild intellectual disabilities . Support Learn . 2016;31(1):27-45. doi:10.1111/1467-9604.12112

Öğülmüş S, Kargı E. The interpersonal cognitive problem solving approach for preschoolers . Turkish J Educ . 2015;4(17347):19-28. doi:10.19128/turje.181093

American Academy of Pediatrics. What's the best way to discipline my child? .

Kashani-Vahid L, Afrooz G, Shokoohi-Yekta M, Kharrazi K, Ghobari B. Can a creative interpersonal problem solving program improve creative thinking in gifted elementary students? . Think Skills Creat . 2017;24:175-185. doi:10.1016/j.tsc.2017.02.011

Shokoohi-Yekta M, Malayeri SA. Effects of advanced parenting training on children's behavioral problems and family problem solving . Procedia Soc Behav Sci . 2015;205:676-680. doi:10.1016/j.sbspro.2015.09.106

By Amy Morin, LCSW Amy Morin, LCSW, is the Editor-in-Chief of Verywell Mind. She's also a psychotherapist, an international bestselling author of books on mental strength and host of The Verywell Mind Podcast. She delivered one of the most popular TEDx talks of all time.

Home / Year 2 – Problem Solving (3) | Problem Solving

Year 2 – Problem Solving (3) | Problem Solving

A range of mix-topic challenge cards requiring children to use their problem solving and reasoning skills.

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Mixed Problems Year 2 Problem Solving Pack

Mixed Problems Year 2 Problem Solving Summer Block 2 Pack

This Mixed Problems Year 2 Problem Solving resource allows your children to practise their reasoning and problem solving skills across the different strands of the Year 2 Mathematics objectives. Each question in the pack has a different context so that you can focus on one strand at a time or work through the whole pack. The pack has been designed to allow children to work independently or in pairs to prompt discussion and understanding.

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What's included in the pack?

This pack includes:

Year 2 Mixed Problems Reasoning and Problem Solving Resource Pack with answers. Aimed at Year 2 Expected.

National Curriculum Objectives

This pack covers some objectives from the following strands:

Place Value Addition and Subtraction Multiplication and Division Fractions Measurement Properties of Shapes

This resource is available to download with a Premium subscription.

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How to Teach Problem-Solving Skills to Children and Preteens

By Ashley Cullins

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

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

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

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

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

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

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

How to teach problem solving skills by age group

3 General Strategies to Teach Problem-Solving at Any Age

1. model effective problem-solving .

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

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

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

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

2. Ask for Advice

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

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

3. Don’t Provide “The Answer”

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

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

Use Emotion Coaching

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

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

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

Second, follow this process:

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

Say, “Show Me the Hard Part”

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

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

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

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

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

Problem-Solve with Creative Play

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

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

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

Problem-Solve with Storybooks

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

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

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

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

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

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

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

Teach the Problem-Solving Steps

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

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

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

Problem-Solve with Craft Materials

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

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

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

Ask Open-Ended Questions

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

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

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

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

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

Break Down Problems into Chunks

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

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

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

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

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

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

Show “ The Broken Escalator Video ”

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

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

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

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

Problem-Solve with Prompts

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

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

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

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

Make Them Work for It

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

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

Put It on Paper

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

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

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

Play Chess Together

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

Have Them Learn To Code

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

Encourage to Start a Meaningful Project

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

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

Apply the SODAS Method

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

D isadvantages
A dvantages

Encourage to Join Problem-Solving Groups

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

Odyssey of the Mind
Debate team
Science Olympiad

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

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

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

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

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

I love you guys

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15 Powerful Problem Solving Activities for Toddlers and Preschoolers

I looked over to her table and she’s crying. Again. While everyone else is happily working away, she sat there, unable to move, just crying.

Not asking for help.

Not trying to solve her problem.

Just crying.

I took a deep breath before heading over. We’ve already been at this for several months…isn’t it about time the problem-solving has kicked in yet?

One glance and I could tell what her problem was. She didn’t have her pencil.

Know how I knew?

It laid on the floor beside her. In plain sight.

As a kindergarten teacher, I don’t jump right in and solve problems for kids. It’s good for them to try to solve the problem themselves. This is something she struggled with.

I reminded myself of the need for patience and empathy as I walked up to her. “What’s wrong, Amanda?”

“I…can’t…find…my…pencil….” she sputtered out between sobs.

“Ok, that’s a problem we can solve. What have you tried?”

“I don’t know.”

After a long time trying to first, calm her down, and second, come up with some strategies she could try, she finally found her pencil. At that point, everyone else had finished the project.

What is Problem Solving?

Problem-solving is the process of finding a solution to your problem . This can be quite tricky for some young children, especially those with little experience in finding more than one way to solve a problem.

Why is Problem Solving Important?

Problem-solving skills are used throughout childhood into adulthood. As adults, we solve problems on a daily basis. Some problems we solve without thinking much- I wanted to make tacos for dinner but forgot to buy the ground beef. What are we going to have for dinner now?

Other problems are significantly more complicated.

Problems for kiddos can be problems with friendships, the inability to find something that’s needed, or even what to do when things don’t go your way.

Kids who lack problem-solving skills struggle to maintain friendships or even begin to attempt to solve their own problems.

Children who lack problem-solving skills are at a higher risk for depression as well.

What Are Problem-Solving Skills?

Problem-solving skills are:

Breaking Down a Problem into Smaller Parts
Communication
Decision-making
Logical Reasoning
Perseverance

That’s a big list to teach toddlers and preschoolers. Where do you begin?

The Problem-Solving Steps

Sometimes kids are so overwhelmed with frustration that it affects their ability to solve problems.

Kids feel safe in routines, and routines help them learn and grow. After a few times of repeating this routine, you’ll find your kiddo starts to do this on their own.

It’s important not to skip straight to solving the problem , because your kiddo needs to be in a calm state of mind to solve the problem, and also they need to know their feelings are valid.

The first thing to do when your kiddo is struggling with problem-solving is to validate their emotions.

In doing this, they will feel more understood and learn that their emotions are okay. There are no bad feelings, and we must learn how to manage our emotions.

This might sound something like “Oh, I can see you are really frustrated that the block won’t fit on there right. Let’s take some deep breaths to help us calm down before we think about what to do next.”

Next, work through your calm-down process . This may be taking some deep breaths together, hugging a stuffie, or giving your kiddo some quiet time to calm down their heart and mind.
Identify the problem . This sounds like something you may have already done (before the meltdown) but it’s important to be very clear on the problem you’re solving. Have the child tell you their problem out loud.
Move on to solution-finding . When your kiddo is ready, talk about what the problem is and three possible solutions. When possible, let your kiddo do all of the talking. This allows him to practice his problem-solving skills. It’s important to remind him that the first thing he tries may not work, and that’s ok. There’s always another way to solve the problem. If he’s prepared for this, solutions that don’t work won’t be such a frustrating experience.
After you’ve done that, test your solutions one by one. See what works. If you haven’t found a solution yet, go back and think of different ways you might be able to solve your problem and try again.

Are you tired of hearing “It’s TOO HARD!” followed by a meltdown?

Using this one simple phrase you’ll get in this powerful lesson, you’ll not only be able to help your kiddo not give up but you’ll:

>Activate their superpower of perseverance so that they can turn around a meltdown and keep trying

>Inspire them to use perseverance …even when it’s hard

>Teach them to recognize the warning signs of giving up , and how to turn it around by taking control of their choices.

Grab your powerful FREE video lesson to teach your kiddo one of the most powerful keys to perseverance.

Powerful Activities that Teach Problem-Solving Skills to Toddlers & Preschoolers

These activities below may look simple, but don’t let that deter you from trying them. A lot happens in little developing brains and these powerful activities help toddlers and preschoolers make connections and develop {many} essential skills-more than just problem-solving.

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Puzzles are fun and a great way to encourage cognitive development in children. They are great for spacial reasoning and strengthening problem-solving skills. They also develop memory skills, critical thinking, and the ability to plan and execute the plan. Toddlers will enjoy the simple puzzles, and preschoolers will do great with floor puzzles with larger puzzle pieces.

Doing Simple Chores

Doing simple chores is a great way to teach children problem-solving skills, and it strengthens responsibility and perseverance as well.

During the toddler years , you may start with just picking up their toys, or helping you put their dirty clothes in the hamper.

Preschoolers can take their dirty dishes to the sink (or load them in the dishwasher), collect the trash, dust, wipe baseboards, and do their own personal care items like making their bed, taking care of their dirty clothes, and putting clean clothes away.

Stacking Rings

When watching a toddler play with stacking rings it doesn’t look like much is happening, but playing with these toys is full of ways to encourage development. It helps with visual and spacial perception and planning ahead, but it also with balance control, crossing the midline, creative play, and gross motor skills. Not to mention it’s a great opportunity to practice problem-solving.

Playing Hide-and-Seek

Hide and seek has many surprising benefits for kids. Playing hide and seek is like a treasure hunt that helps develop gross motor skills and encourages physical development, as well as problem-solving skills. It also helps young children develop visual tracking, working memory, and social-emotional skills.

Imaginative Play

Imaginative play (also called role-play) builds important skills. Through pretending to be in different situations, kids develop social skills, emotional skills, better communication, and problem-solving skills. Imaginative play is a great idea for young toddlers all the way to older children.

Free Play

Many young children don’t have {enough} time for free play. Free play is important for healthy brain development , not only developing imagination, cooperation, physical skills, and independence but also providing a great opportunity to strengthen problem-solving skills.

Playing with Wooden Blocks

Building blocks are a fun way for children to develop creative thinking, imagination, problem-solving, fine motor skills, and if working with others, cooperation, communication, and friendship.

Playing Memory

Memory games improve attention, focus, visual recognition, and concentration. It helps children recognize details and of course, strengthens problem-solving skills.

Ask Questions

When I see my son struggling with something, my first instinct is to give him choices or at least lead him in the right direction. The better thing to do is to ask very open-ended questions that lead his process, not his thoughts.

Questions like “What’s one way to solve your problem?” are much more effective in teaching problem-solving skills than “Well, where did you last see your stuffy?”

Read Books and Social Stories

Reading books is one of my favorite ways to teach any skill. It’s extremely effective at teaching, and it’s also an amazing bonding time with kids.

When we read stories, our brain reacts as if we’re living in the story. This is why reading books about skills such as problem-solving is so effective.

Kids of all ages learn from the people they love . (Yes, even those older kids who you don’t think are paying attention.) Often as adults, we’re too busy going through our daily routine to think about talking about the way we solved the problem at work that day.

Talking about how you use skills such as problem-solving, perseverance, and integrity is a great way to set an example, and an expectation that this is how we do things, and it will provide encouragement for your kiddo to do the same.

Scavenger Hunts

Scavenger hunts are a great group activity that can strengthen your child’s logical thinking and problem-solving skills.

When Your Kiddo is Ready, Add These Activities

Preschoolers would benefit from all of the fun activities on the list above and when they’re ready, feel free to add in the following activities.

Mazes are great for problem-solving and perseverance, but your kiddo will need to have decent fine motor skills to do these activities. Mazes are one of our favorite activities. We love to take our activity book of mazes in the car with us for road trips.

Board Games

Board games are a good way to strengthen problem-solving, teamwork, planning skills, patience, sportsmanship, and communication skills. They also strengthen family relationships by providing some intentional time of connection .

Any board game can also be turned into an academic game with just a deck of cards for whatever skill you’re working on. If you’re working on the alphabet, put one letter on each card. Before each player’s turn, they draw a letter card and say the letter’s name. (You may accidentally forget the name of a letter every now and then to see if your kiddo is really paying attention!)

Allow Opportunities for Hands-On Investigations

Kids are tactile. They love to touch and explore things with their hands. This is a good activity for toddlers also, as long as they are out of the putting everything in their mouth stage. Hands-on exploration is great for language development, sensory exploration, and problem-solving.

Allowing kids to investigate with their hands allows them to see how the world works up close. It also gives them time and space to try to make things work…and problem-solve when it doesn’t go as they think it should.

The Most Difficult Way (and Most Important Way) To Strengthen Problem-Solving Skills

Watching our kids struggle is hard ! We don’t want to see them having a hard time…and most of the time we don’t want to deal with the impending meltdown. Standing back and giving our kids time and space to work through even simple problems is hard to do. It’s also the most important way to strengthen problem-solving skills.

As parents, we’re like frogs in boiling water. When our kids are infants, they need us to recognize their needs and solve them immediately. As they get older, they can point to what they want, but we still have a lot of interpreting and problem-solving to do on our own. If we aren’t careful, we stay in this stage and don’t teach our kiddos the steps to problem-solving for themselves.

The next most difficult thing? Allowing natural consequences to happen. (As long as your child is safe of course.) If your child saves their money for a long time to buy a new toy, but walks down the toy aisle and picks up something you know they’ll be disappointed with, let it happen. It will teach a valuable lesson that will last for years to come.

Another Essential Part of Problem-Solving

Perseverance is a big part of problem-solving. We are rarely able to solve problems the first time, and it’s essential that kids can find more than one solution to a problem. Studies have found that perseverance is actually the biggest predictor of success, even more than aptitude or raw talent.

An entire module is dedicated to perseverance in our course for kids, Super Kid Adventures . Your kiddo will get 25 teacher-led lessons on character traits (perseverance, empathy, friendship, responsibility, and wellness) and activities that take their learning further.

Want a free preview? Grab a FREE Perseverance video lesson that teaches your kiddo one of the most important secrets that help them use perseverance.

Want More?

If you like this, you’ll love:

The Ultimate List of Books that Teach Perseverance

7 Simple Ways to Encourage Independence in Young Children

How to Help Your Child Develop Self-Help Skills

Your Turn

What are your favorite ways to teach problem-solving skills?

About Elizabeth

Elizabeth is a mama of two boys, a former teacher, and the founder of Discovery Play with Littles. Her mission is to make raising kids with character simple and fun. Join us for our best learning through play ideas, character growth activities, and family connection ideas so you can watch your child thrive.

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As a SLP trying to guide parents as I work with their child. I would like to know what toys to recommend to my parents as I assist in guiding their child’s development in cognition and expressive language.

Perseverance is the biggest predictor of success, even more than raw talent or aptitude.

Grab a FREE lesson to teach your kiddo one of the keys to perseverance...which is how we talk to our brains.

They'll learn what to say when they encounter something difficult, and why it's so important.

PLAY is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood. -Mr. Rogers

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Home • Toddler • Play And Activities

13 Problem-Solving Activities For Toddlers And Preschoolers

Intriguing ideas to boost their analytical and rational thinking skills.

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Problem-solving preschool activities are an essential part of learning, leading to the development of the most crucial skills for your child. Your child’s journey between realizing a problem and finding a solution involves effort, thinking, and patience. What comes in between realization and solution is important to understand, as it is the key to a lightning-fast intellect. The process is the most beautiful part, which is also the beginning of making a new genius for the world to witness. These little minds could one day become billionaires, philanthropists, or someone far more successful .

Read on to know some of the problem-solving activities for toddlers and preschoolers and how it helps them.

What Is Problem-Solving?

Image: IStock

Problem-solving is the art of realizing a problem and finding an apt solution by a series of interconnected thoughts in the cognitive area of the mind (1) . It requires identifying the problem and pondering over the causes and attempting to chalk out the reason. The next step would be to find a solution out of the many alternatives. Identifying the causes of a problem would involve some deep thinking, which can benefit a child’s growth and aid in their character development.

What Are Problem-Solving Skills?

Problem-solving skills are what every child needs to survive in this world. A few problem-solving skills are analytical thinking, logical reasoning, lateral thinking, creativity, initiative, persistence, negotiation, listening skills, cognitive skills, math skills, and decision-making. Good communication skills are also important as they improve the self-esteem of your child.

Why Is Problem-Solving Important In Preschool?

As parents, you may not want to fill your child’s minds with every problem-solving ability. But you must trust the process, as it is the most important phase of life, and they are learning new things every day.

During preschool, they are constantly interacting with friends and surroundings. They come across various problems and learn from them. The best part is that it will be effortless for them to pick up these skills faster as they are in their learning stage.
Also, the earlier they learn, the better it is (2)
Children in preschool are introduced to the realm of creativity and imagination through storytelling and poems. It will be the perfect time to enhance their creative abilities.
Children usually try to ignore things beyond their understanding. But problem-solving skills might help them see things differently.
Developing problem-solving abilities can help them take new initiatives.

How To Teach Problem-Solving Skills To Preschoolers?

Making them listen with patience and willingness is a skill that will help them comprehend what you teach them. Here are some steps that you can follow:

Teach them how to approach a problem in a practical way. Allow them to explore and find solutions by themselves. Problem-based learning will stick with them forever.
Make them do simple household chores in their own way. And, there is no right or wrong style to it. Kitchen experiments are a great way to learn.
Every kid is unique and has a different pace of learning. A teacher/ parent will have to be observing to analyze the best way to teach them.
Usually, the first step would be to identify the problem.
Once they find solutions, tell them to evaluate the pros and cons. And choose the best solution.
Teach them to take failure positively.
Encourage group activities as children tend to be active when their peers are along.

13 Problem-Solving Activities For Toddlers

You may try several problem-solving activities at home. We have listed some of the best activates here:

1. Simon Says

One of the children becomes Simon and gives commands. The rest have to follow the commands and enact only when they hear ’Simon says’ at the beginning of the command. If anyone acts when the words ‘Simon says’ is not told at the beginning, then that particular child is out. This game will improve listening skills and response time.

2. Tic–tac–toe

The game teaches decision-making and the cost of consequences. This game involves two players. One player has to mark X anywhere on the tic-tac-toe, followed by another player marking O. The idea is to make a horizontal, vertical, or diagonal line with either three X’s or O’s. Both players have to stop each other from winning. Sounds fun, right?

3. Treasure hunt

Divide the children into groups and give them clues to find hidden objects. Activities such as treasure hunt evidently improve their problem-solving skills and induce the idea of competition.

Puzzles can make a child think out of the box. They can develop a child’s logical reasoning. Arranging the crumbled pieces will surely improve their level of patience.

5. Hide and seek

Playing in a group can make them less shy and socialize with others. And, with hide and seek activity, children can learn devising strategies, escaping from a troublesome situation, and various other skills.

6. Sorting together

Give them various toys, pieces of clothing, or other random objects at home and some bins. Now ask your child to sort and place everything in the right bin. See how good they are at classifying the objects.

7. Spot the difference

Show them printouts of two similar pictures, with one picture having some differences. Ask them to spot the differences. This helps in actively improving their concentration and attention to detail.

8. Matching animals with sounds

Play sounds of various animals and let the children guess their names. You can also take them to an animal farm where they can observe their behavior. This activity may improve their sound recognition ability over time.

Give your child a blank canvas and some paints or coloring pencils. Let them get creative and produce a masterpiece.

10. Memory games

Memory games can improve a child’s retaining capacity. One such game is to sit in a circle and play “Chinese Whisper.” In this game, kids sit in a circle. Each of them has to whisper a word in their peer’s ear. The same word, along with a new one, is whispered into the next child’s ear. This should be continued till the last child in the circle announces it for all to hear.

11. Fort building

Building forts using toy material, Lego, pillows, or blankets can be fun. During the process of building a fort, children may have to face minor or major difficulties. Overcoming such issues and completing the target successfully helps in the improvement of logical and analytical abilities.

Solving mazes can also help a kid improve their approach towards dealing with problems and dead ends. It will enable lateral thinking and thinking out of the box.

13. Stacking rings

Stacking rings is an effective problem-solving activity for children as it enhances their cognitive skills, spatial awareness, and fine motor abilities. The task requires careful consideration of size, shape, and balance, fostering critical thinking and problem-solving skills. Children must strategize the order and orientation of the rings to successfully build a stable tower. This activity encourages creativity as they experiment with different stacking techniques. Give children a set of rings in varying sizes and materials for this activity. Ask the children to construct the tower and be watchful to prevent it from collapsing, as it offers them valuable insights into cause-and-effect relationships. Challenge them to create the tallest tower possible to promote teamwork and perseverance as they refine their approach through trial and error.

Frequently Asked Questions

1. What are the stages of problem-solving?

Problem-solving is a cognitive skill that works through six stages – searching and determining the problem, generating alternative ideas or solutions, evaluating alternatives, selecting the best suitable solution, implementing the solution, and follow-up (3) .

2. At what age do toddlers begin problem-solving?

According to research, children begin problem-solving right after birth. Children learn problem-solving through exploration between zero to two years, whereas, by three years of age, they learn problem-solving through experimenting and trial and error. Four-year-olds learn problem-solving through cooperative activities with peers and friends. By five and six years, kids get enough experience to deal with problems that would need abstract thinking skills (4) .

3. How do toddlers develop critical thinking skills?

Critical thinking skills don’t develop in a day or week. Rather, it takes constant exposure to environments that hone a child’s critical thinking abilities. Indulging toddlers in critical thinking activities by asking open-ended questions or engaging in activities such as block constructing and puzzles and motivating them to think out of the box are simple ways to bolster your child’s critical thinking.

Problem-solving activities for toddlers enhance their thinking abilities and promote early brain development. You may introduce problem-solving activities such as tic-tac-toe, Simon says, hide and seek, treasure hunt, puzzles, etc., to enhance cognitive skills in toddlers. The problem-solving skills in preschoolers help them cope with various situations and mingle with other children. Problem-solving skills help children think differently and take the initiative in making decisions and solving problems. These activities help build the skills without any force or pressure.

Infographic: Hone Your Toddler’s Problem-Solving Skills

Illustration: Momjunction Design Team

Key Pointers

Honing your child’s problem-solving skills during preschool can help them see things differently and enhance their creative abilities.
Teach them to find the problem and use their analytical abilities to find a solution.
Simon Says, treasure hunt, puzzles, and spot the difference are a few problem-solving activities a toddler can try.

Image: Stable Diffusion/MomJunction Design Team

You Can Do It: Teaching Toddlers Problem-Solving Skills. https://va-itsnetwork.org/you-can-do-it-teaching-toddlers-problem-solving-skills/
Developing Problem-Solving Skills At Early Age. https://kennedyglobalschool.edu.in/developing-problem-solving-skills-at-early-age-takes-kids-long-way-as-they-grow/#respond
Problem solving. https://www.healthywa.wa.gov.au/Articles/N_R/Problem-solving
Development: Ages & Stages–How Children Learn to Problem-Solve. https://eric.ed.gov/?id=EJ738434
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Watch CBS News

How two high school students solved a 2,000-year-old math puzzle

By Bill Whitaker , Aliza Chasan , Sara Kuzmarov, Mariah Campbell

May 5, 2024 / 7:00 PM EDT / CBS News

A high school math teacher at St. Mary's Academy in New Orleans, Michelle Blouin Williams, was looking for ingenuity when she and her colleagues set a school-wide math contest with a challenging bonus question. That bonus question asked students to create a new proof for the Pythagorean Theorem, a fundamental principle of geometry, using trigonometry. The teachers weren't necessarily expecting anyone to solve it, as proofs of the Pythagorean Theorem using trigonometry were believed to be impossible for nearly 2,000 years.

But then, in December 2022, Calcea Johnson and Ne'Kiya Jackson, seniors at St. Mary's Academy, stepped up to the challenge. The $500 prize money was a motivating factor.

After months of work, they submitted their innovative proofs to their teachers. With the contest behind them, their teachers encouraged the students to present at a mathematics conference, and then to seek to publish their work. And even today, they're not done. Now in college, they've been working on further proofs of the Pythagorean Theorem and believe they have found five more proofs. Amazingly, despite their impressive achievements, they insist they're not math geniuses.

"I think that's a stretch," Calcea said.

The St. Mary's math contest

When the pair started working on the math contest they were familiar with the Pythagorean Theorem's equation: A² + B² = C², which explains that by knowing the length of two sides of a right triangle, it's possible to figure out the length of the third side.

When Calcea and Ne'Kiya set out to create a new Pythagorean Theorem proof, they didn't know that for thousands of years, one using trigonometry was thought to be impossible. In 2009, mathematician Jason Zimba submitted one, and now Calcea and Ne'Kiya are adding to the canon.

Calcea and Ne'Kiya had studied geometry and some trigonometry when they started working on their proofs, but said they didn't feel math was easy. As the contest went on, they spent almost all their free time developing their ideas.

"The garbage can was full of papers, which she would, you know, work out the problems and if that didn't work, she would ball it up, throw it in the trash," Cal Johnson, Calcea's dad, said.

Neliska Jackson, Ne'Kiya's mother, says lightheartedly, that most of the time, her daughter's work was beyond her.

To document Calcea and Ne'Kiya's work, math teachers at St. Mary's submitted their proofs to an American Mathematical Society conference in Atlanta in March 2023.

"Well, our teacher approached us and was like, 'Hey, you might be able to actually present this,'" Ne'Kiya said. "I was like, 'Are you joking?' But she wasn't. So we went. I got up there. We presented and it went well, and it blew up."

Why Calcea' and Ne'kiya's work "blew up"

The reaction was insane and unexpected, Calcea said. News of their accomplishment spread around the world. The pair got a write-up in South Korea and a shoutout from former first lady Michelle Obama. They got a commendation from the governor and keys to the city of New Orleans.

Calcea and Ne'Kiya said they think there's several reasons why people found their work so impressive.

"Probably because we're African American, one," Ne'Kiya said. "And we're also women. So I think-- oh, and our age. Of course our ages probably played a big part."

Ne'Kiya said she'd like their accomplishment to be celebrated for what it is: "a great mathematical achievement."

In spite of the community's celebration of the students' work, St. Mary's Academy president and interim principal Pamela Rogers said that with recognition came racist calls and comments.

"[People said] 'they could not have done it. African Americans don't have the brains to do it.' Of course, we sheltered our girls from that," Rogers said. "But we absolutely did not expect it to come in the volume that it came."

Rogers said too often society has a vision of who can be successful.

"To some people, it is not always an African American female," Rogers said. "And to us, it's always an African American female."

Success at St. Marys

St. Mary's, a private Catholic elementary and high school, was started for young Black women just after the Civil War. Ne'Kiya and Calcea follow a long line of barrier-breaking graduates. Leah Chase , the late queen of Creole cuisine, was an alum. So was Michelle Woodfork, the first African American female New Orleans police chief, and Dana Douglas, a judge for the Fifth Circuit Court of Appeals.

Math teacher Michelle Blouin Williams, who initiated the math contest, said Calcea and Ne'Kiya are typical St. Mary's students. She said if they're "unicorns," then every student who's matriculated through the school is a "beautiful, Black unicorn."

Students hear that message from the moment they walk in the door, Rogers said.

"We believe all students can succeed, all students can learn," the principal said. "It does not matter the environment that you live in."

About half the students at St. Mary's get scholarships, subsidized by fundraising to defray the $8,000 a year tuition. There's no test to get in, but expectations are high and rules are strict: cellphones are not allowed and modest skirts and hair in its natural color are required.

Students said they appreciate the rules and rigor.

"Especially the standards that they set for us," junior Rayah Siddiq said. "They're very high. And I don't think that's ever going to change."

What's next for Ne'Kiya and Calcea

Last year when Ne'Kiya and Calcea graduated, all their classmates were accepted into college and received scholarship offers. The school has had a 100% graduation rate and a 100% college acceptance rate for 17 years, according to Rogers.

Ne'Kiya got a full ride in the pharmacy department at Xavier University in New Orleans. Calcea, the class valedictorian, is studying environmental engineering at Louisiana State University. Neither one is pursuing a career in math, though Calcea said she may minor in math.

"People might expect too much out of me if I become a mathematician," Ne'Kiya said wryly.

Bill Whitaker is an award-winning journalist and 60 Minutes correspondent who has covered major news stories, domestically and across the globe, for more than four decades with CBS News.

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Open access
Published: 11 May 2024

Nursing students’ stressors and coping strategies during their first clinical training: a qualitative study in the United Arab Emirates

Jacqueline Maria Dias 1 ,
Muhammad Arsyad Subu 1 ,
Nabeel Al-Yateem 1 ,
Fatma Refaat Ahmed 1 ,
Syed Azizur Rahman 1 , 2 ,
Mini Sara Abraham 1 ,
Sareh Mirza Forootan 1 ,
Farzaneh Ahmad Sarkhosh 1 &
Fatemeh Javanbakh 1

BMC Nursing volume 23 , Article number: 322 ( 2024 ) Cite this article

389 Accesses

Metrics details

Understanding the stressors and coping strategies of nursing students in their first clinical training is important for improving student performance, helping students develop a professional identity and problem-solving skills, and improving the clinical teaching aspects of the curriculum in nursing programmes. While previous research have examined nurses’ sources of stress and coping styles in the Arab region, there is limited understanding of these stressors and coping strategies of nursing students within the UAE context thereby, highlighting the novelty and significance of the study.

A qualitative study was conducted using semi-structured interviews. Overall 30 students who were undergoing their first clinical placement in Year 2 at the University of Sharjah between May and June 2022 were recruited. All interviews were recorded and transcribed verbatim and analyzed for themes.

During their first clinical training, nursing students are exposed to stress from different sources, including the clinical environment, unfriendly clinical tutors, feelings of disconnection, multiple expectations of clinical staff and patients, and gaps between the curriculum of theory classes and labatories skills and students’ clinical experiences. We extracted three main themes that described students’ stress and use of coping strategies during clinical training: (1) managing expectations; (2) theory-practice gap; and (3) learning to cope. Learning to cope, included two subthemes: positive coping strategies and negative coping strategies.

Conclusions

This qualitative study sheds light from the students viewpoint about the intricate interplay between managing expectations, theory practice gap and learning to cope. Therefore, it is imperative for nursing faculty, clinical agencies and curriculum planners to ensure maximum learning in the clinical by recognizing the significance of the stressors encountered and help students develop positive coping strategies to manage the clinical stressors encountered. Further research is required look at the perspective of clinical stressors from clinical tutors who supervise students during their first clinical practicum.

Peer Review reports

Nursing education programmes aim to provide students with high-quality clinical learning experiences to ensure that nurses can provide safe, direct care to patients [ 1 ]. The nursing baccalaureate programme at the University of Sharjah is a four year program with 137 credits. The programmes has both theoretical and clinical components withs nine clinical courses spread over the four years The first clinical practicum which forms the basis of the study takes place in year 2 semester 2.

Clinical practice experience is an indispensable component of nursing education and links what students learn in the classroom and in skills laboratories to real-life clinical settings [ 2 , 3 , 4 ]. However, a gap exists between theory and practice as the curriculum in the classroom differs from nursing students’ experiences in the clinical nursing practicum [ 5 ]. Clinical nursing training places (or practicums, as they are commonly referred to), provide students with the necessary experiences to ensure that they become proficient in the delivery of patient care [ 6 ]. The clinical practicum takes place in an environment that combines numerous structural, psychological, emotional and organizational elements that influence student learning [ 7 ] and may affect the development of professional nursing competencies, such as compassion, communication and professional identity [ 8 ]. While clinical training is a major component of nursing education curricula, stress related to clinical training is common among students [ 9 ]. Furthermore, the nursing literature indicates that the first exposure to clinical learning is one of the most stressful experiences during undergraduate studies [ 8 , 10 ]. Thus, the clinical component of nursing education is considered more stressful than the theoretical component. Students often view clinical learning, where most learning takes place, as an unsupportive environment [ 11 ]. In addition, they note strained relationships between themselves and clinical preceptors and perceive that the negative attitudes of clinical staff produce stress [ 12 ].

The effects of stress on nursing students often involve a sense of uncertainty, uneasiness, or anxiety. The literature is replete with evidence that nursing students experience a variety of stressors during their clinical practicum, beginning with the first clinical rotation. Nursing is a complex profession that requires continuous interaction with a variety of individuals in a high-stress environment. Stress during clinical learning can have multiple negative consequences, including low academic achievement, elevated levels of burnout, and diminished personal well-being [ 13 , 14 ]. In addition, both theoretical and practical research has demonstrated that increased, continual exposure to stress leads to cognitive deficits, inability to concentrate, lack of memory or recall, misinterpretation of speech, and decreased learning capacity [ 15 ]. Furthermore, stress has been identified as a cause of attrition among nursing students [ 16 ].

Most sources of stress have been categorized as academic, clinical or personal. Each person copes with stress differently [ 17 ], and utilizes deliberate, planned, and psychological efforts to manage stressful demands [ 18 ]. Coping mechanisms are commonly termed adaptation strategies or coping skills. Labrague et al. [ 19 ] noted that students used critical coping strategies to handle stress and suggested that problem solving was the most common coping or adaptation mechanism used by nursing students. Nursing students’ coping strategies affect their physical and psychological well-being and the quality of nursing care they offer. Therefore, identifying the coping strategies that students use to manage stressors is important for early intervention [ 20 ].

Studies on nursing students’ coping strategies have been conducted in various countries. For example, Israeli nursing students were found to adopt a range of coping mechanisms, including talking to friends, engaging in sports, avoiding stress and sadness/misery, and consuming alcohol [ 21 ]. Other studies have examined stress levels among medical students in the Arab region. Chaabane et al. [ 15 ], conducted a systematic review of sudies in Arab countries, including Saudi Arabia, Egypt, Jordan, Iraq, Pakistan, Oman, Palestine and Bahrain, and reported that stress during clinical practicums was prevalent, although it could not be determined whether this was limited to the initial clinical course or occurred throughout clinical training. Stressors highlighted during the clinical period in the systematic review included assignments and workload during clinical practice, a feeling that the requirements of clinical practice exceeded students’ physical and emotional endurance and that their involvement in patient care was limited due to lack of experience. Furthermore, stress can have a direct effect on clinical performance, leading to mental disorders. Tung et al. [ 22 ], reported that the prevalence of depression among nursing students in Arab countries is 28%, which is almost six times greater than the rest of the world [ 22 ]. On the other hand, Saifan et al. [ 5 ], explored the theory-practice gap in the United Arab Emirates and found that clinical stressors could be decreased by preparing students better for clinical education with qualified clinical faculty and supportive preceptors.

The purpose of this study was to identify the stressors experienced by undergraduate nursing students in the United Arab Emirates during their first clinical training and the basic adaptation approaches or coping strategies they used. Recognizing or understanding different coping processes can inform the implementation of corrective measures when students experience clinical stress. The findings of this study may provide valuable information for nursing programmes, nurse educators, and clinical administrators to establish adaptive strategies to reduce stress among students going clinical practicums, particularly stressors from their first clinical training in different healthcare settings.

A qualitative approach was adopted to understand clinical stressors and coping strategies from the perspective of nurses’ lived experience. Qualitative content analysis was employed to obtain rich and detailed information from our qualitative data. Qualitative approaches seek to understand the phenomenon under study from the perspectives of individuals with lived experience [ 23 ]. Qualitative content analysis is an interpretive technique that examines the similarities and differences between and within different areas of text while focusing on the subject [ 24 ]. It is used to examine communication patterns in a repeatable and systematic way [ 25 ] and yields rich and detailed information on the topic under investigation [ 23 ]. It is a method of systematically coding and categorizing information and comprises a process of comprehending, interpreting, and conceptualizing the key meanings from qualitative data [ 26 ].

Setting and participants

This study was conducted after the clinical rotations ended in April 2022, between May and June in the nursing programme at the College of Health Sciences, University of Sharjah, in the United Arab Emirates. The study population comprised undergraduate nursing students who were undergoing their first clinical training and were recruited using purposive sampling. The inclusion criteria for this study were second-year nursing students in the first semester of clinical training who could speak English, were willing to participate in this research, and had no previous clinical work experience. The final sample consisted of 30 students.

Research instrument

The research instrument was a semi structured interview guide. The interview questions were based on an in-depth review of related literature. An intensive search included key words in Google Scholar, PubMed like the terms “nursing clinical stressors”, “nursing students”, and “coping mechanisms”. Once the questions were created, they were validated by two other faculty members who had relevant experience in mental health. A pilot test was conducted with five students and based on their feedback the following research questions, which were addressed in the study.

How would you describe your clinical experiences during your first clinical rotations?

In what ways did you find the first clinical rotation to be stressful?

What factors hindered your clinical training?

How did you cope with the stressors you encountered in clinical training?

Which strategies helped you cope with the clinical stressors you encountered?

Data collection

Semi-structured interviews were chosen as the method for data collection. Semi structured interviews are a well-established approach for gathering data in qualitative research and allow participants to discuss their views, experiences, attitudes, and beliefs in a positive environment [ 27 ]. This approach allows for flexibility in questioning thereby ensuring that key topics related to clinical learning stressors and coping strategies would be explored. Participants were given the opportunity to express their views, experiences, attitudes, and beliefs in a positive environment, encouraging open communication. These semi structured interviews were conducted by one member of the research team (MAS) who had a mental health background, and another member of the research team who attended the interviews as an observer (JMD). Neither of these researchers were involved in teaching the students during their clinical practicum, which helped to minimize bias. The interviews took place at the University of Sharjah, specifically in building M23, providing a familiar and comfortable environment for the participant. Before the interviews were all students who agreed to participate were provided with an explanation of the study’s purpose. The time and location of each interview were arranged. Before the interviews were conducted, all students who provided consent to participate received an explanation of the purpose of the study, and the time and place of each interview were arranged to accommodate the participants’ schedules and preferences. The interviews were conducted after the clinical rotation had ended in April, and after the final grades had been submitted to the coordinator. The timings of the interviews included the month of May and June which ensured that participants have completed their practicum experience and could reflect on the stressors more comprehensively. The interviews were audio-recorded with the participants’ consent, and each interview lasted 25–40 min. The data were collected until saturation was reached for 30 students. Memos and field notes were also recorded as part of the data collection process. These additional data allowed for triangulation to improve the credibility of the interpretations of the data [ 28 ]. Memos included the interviewers’ thoughts and interpretations about the interviews, the research process (including questions and gaps), and the analytic progress used for the research. Field notes were used to record the interviewers’ observations and reflections on the data. These additional data collection methods were important to guide the researchers in the interpretation of the data on the participants’ feelings, perspectives, experiences, attitudes, and beliefs. Finally, member checking was performed to ensure conformability.

Data analysis

The study used the content analysis method proposed by Graneheim and Lundman [ 24 ]. According to Graneheim and Lundman [ 24 ], content analysis is an interpretive technique that examines the similarities and differences between distinct parts of a text. This method allows researchers to determine exact theoretical and operational definitions of words, phrases, and symbols by elucidating their constituent properties [ 29 ]. First, we read the interview transcripts several times to reach an overall understanding of the data. All verbatim transcripts were read several times and discussed among all authors. We merged and used line-by-line coding of words, sentences, and paragraphs relevant to each other in terms of both the content and context of stressors and coping mechanisms. Next, we used data reduction to assess the relationships among themes using tables and diagrams to indicate conceptual patterns. Content related to stress encountered by students was extracted from the transcripts. In a separate document, we integrated and categorized all words and sentences that were related to each other in terms of both content and context. We analyzed all codes and units of meaning and compared them for similarities and differences in the context of this study. Furthermore, the emerging findings were discussed with other members of the researcher team. The final abstractions of meaningful subthemes into themes were discussed and agreed upon by the entire research team. This process resulted in the extraction of three main themes in addition to two subthemes related to stress and coping strategies.

Ethical considerations

The University of Sharjah Research Ethics Committee provided approval to conduct this study (Reference Number: REC 19-12-03-01-S). Before each interview, the goal and study procedures were explained to each participant, and written informed consent was obtained. The participants were informed that participation in the study was voluntary and that they could withdraw from the study at any time. In the event they wanted to withdraw from the study, all information related to the participant would be removed. No participant withdrew from the study. Furthermore, they were informed that their clinical practicum grade would not be affected by their participation in this study. We chose interview locations in Building M23that were private and quiet to ensure that the participants felt at ease and confident in verbalizing their opinions. No participant was paid directly for involvement in this study. In addition, participants were assured that their data would remain anonymous and confidential. Confidentiality means that the information provided by participants was kept private with restrictions on how and when data can be shared with others. The participants were informed that their information would not be duplicated or disseminated without their permission. Anonymity refers to the act of keeping people anonymous with respect to their participation in a research endeavor. No personal identifiers were used in this study, and each participant was assigned a random alpha-numeric code (e.g., P1 for participant 1). All digitally recorded interviews were downloaded to a secure computer protected by the principal investigator with a password. The researchers were the only people with access to the interview material (recordings and transcripts). All sensitive information and materials were kept secure in the principal researcher’s office at the University of Sharjah. The data will be maintained for five years after the study is completed, after which the material will be destroyed (the transcripts will be shredded, and the tapes will be demagnetized).

In total, 30 nursing students who were enrolled in the nursing programme at the Department of Nursing, College of Health Sciences, University of Sharjah, and who were undergoing their first clinical practicum participated in the study. Demographically, 80% ( n = 24) were females and 20% ( n = 6) were male participants. The majority (83%) of study participants ranged in age from 18 to 22 years. 20% ( n = 6) were UAE nationals, 53% ( n = 16) were from Gulf Cooperation Council countries, while 20% ( n = 6) hailed from Africa and 7% ( n = 2) were of South Asian descent. 67% of the respondents lived with their families while 33% lived in the hostel. (Table 1 )

Following the content analysis, we identified three main themes: (1) managing expectations, (2) theory-practice gap and 3)learning to cope. Learning to cope had two subthemes: positive coping strategies and negative coping strategies. An account of each theme is presented along with supporting excerpts for the identified themes. The identified themes provide valuable insight into the stressors encountered by students during their first clinical practicum. These themes will lead to targeted interventions and supportive mechanisms that can be built into the clinical training curriculum to support students during clinical practice.

Theme 1: managing expectations

In our examination of the stressors experienced by nursing students during their first clinical practicum and the coping strategies they employed, we identified the first theme as managing expectations.

The students encountered expectations from various parties, such as clinical staff, patients and patients’ relatives which they had to navigate. They attempted to fulfil their expectations as they progressed through training, which presented a source of stress. The students noted that the hospital staff and patients expected them to know how to perform a variety of tasks upon request, which made the students feel stressed and out of place if they did not know how to perform these tasks. Some participants noted that other nurses in the clinical unit did not allow them to participate in nursing procedures, which was considered an enormous impediment to clinical learning, as noted in the excerpt below:

“…Sometimes the nurses… They will not allow us to do some procedures or things during clinical. And sometimes the patients themselves don’t allow us to do procedures” (P5).

Some of the students noted that they felt they did not belong and felt like foreigners in the clinical unit. Excerpts from the students are presented in the following quotes;

“The clinical environment is so stressful. I don’t feel like I belong. There is too little time to build a rapport with hospital staff or the patient” (P22).

“… you ask the hospital staff for some guidance or the location of equipment, and they tell us to ask our clinical tutor …but she is not around … what should I do? It appears like we do not belong, and the sooner the shift is over, the better” (P18).

“The staff are unfriendly and expect too much from us students… I feel like I don’t belong, or I am wasting their (the hospital staff’s) time. I want to ask questions, but they have loads to do” (P26).

Other students were concerned about potential failure when working with patients during clinical training, which impacted their confidence. They were particularly afraid of failure when performing any clinical procedures.

“At the beginning, I was afraid to do procedures. I thought that maybe the patient would be hurt and that I would not be successful in doing it. I have low self-confidence in doing procedures” (P13).

The call bell rings, and I am told to answer Room No. XXX. The patient wants help to go to the toilet, but she has two IV lines. I don’t know how to transport the patient… should I take her on the wheelchair? My eyes glance around the room for a wheelchair. I am so confused …I tell the patient I will inform the sister at the nursing station. The relative in the room glares at me angrily … “you better hurry up”…Oh, I feel like I don’t belong, as I am not able to help the patient… how will I face the same patient again?” (P12).

Another major stressor mentioned in the narratives was related to communication and interactions with patients who spoke another language, so it was difficult to communicate.

“There was a challenge with my communication with the patients. Sometimes I have communication barriers because they (the patients) are of other nationalities. I had an experience with a patient [who was] Indian, and he couldn’t speak my language. I did not understand his language” (P9).

Thus, a variety of expectations from patients, relatives, hospital staff, and preceptors acted as sources of stress for students during their clinical training.

Theme 2: theory-practice gap

Theory-practice gaps have been identified in previous studies. In our study, there was complete dissonance between theory and actual clinical practice. The clinical procedures or practices nursing students were expected to perform differed from the theory they had covered in their university classes and skills lab. This was described as a theory–practice gap and often resulted in stress and confusion.

“For example …the procedures in the hospital are different. They are different from what we learned or from theory on campus. Or… the preceptors have different techniques than what we learned on campus. So, I was stress[ed] and confused about it” (P11).

Furthermore, some students reported that they did not feel that they received adequate briefing before going to clinical training. A related source of stress was overload because of the volume of clinical coursework and assignments in addition to clinical expectations. Additionally, the students reported that a lack of time and time management were major sources of stress in their first clinical training and impacted their ability to complete the required paperwork and assignments:

“…There is not enough time…also, time management at the hospital…for example, we start at seven a.m., and the handover takes 1 hour to finish. They (the nurses at the hospital) are very slow…They start with bed making and morning care like at 9.45 a.m. Then, we must fill [out] our assessment tool and the NCP (nursing care plan) at 10 a.m. So, 15 only minutes before going to our break. We (the students) cannot manage this time. This condition makes me and my friends very stressed out. -I cannot do my paperwork or assignments; no time, right?” (P10).

“Stressful. There is a lot of work to do in clinical. My experiences are not really good with this course. We have a lot of things to do, so many assignments and clinical procedures to complete” (P16).

The participants noted that the amount of required coursework and number of assignments also presented a challenge during their first clinical training and especially affected their opportunity to learn.

“I need to read the file, know about my patient’s condition and pathophysiology and the rationale for the medications the patient is receiving…These are big stressors for my learning. I think about assignments often. Like, we are just focusing on so many assignments and papers. We need to submit assessments and care plans for clinical cases. We focus our time to complete and finish the papers rather than doing the real clinical procedures, so we lose [the] chance to learn” (P25).

Another participant commented in a similar vein that there was not enough time to perform tasks related to clinical requirements during clinical placement.

“…there is a challenge because we do not have enough time. Always no time for us to submit papers, to complete assessment tools, and some nurses, they don’t help us. I think we need more time to get more experiences and do more procedures, reduce the paperwork that we have to submit. These are challenges …” (P14).

There were expectations that the students should be able to carry out their nursing duties without becoming ill or adversely affected. In addition, many students reported that the clinical environment was completely different from the skills laboratory at the college. Exposure to the clinical setting added to the theory-practice gap, and in some instances, the students fell ill.

One student made the following comment:

“I was assisting a doctor with a dressing, and the sight and smell from the oozing wound was too much for me. I was nauseated. As soon as the dressing was done, I ran to the bathroom and threw up. I asked myself… how will I survive the next 3 years of nursing?” (P14).

Theme 3: learning to cope

The study participants indicated that they used coping mechanisms (both positive and negative) to adapt to and manage the stressors in their first clinical practicum. Important strategies that were reportedly used to cope with stress were time management, good preparation for clinical practice, and positive thinking as well as engaging in physical activity and self-motivation.

“Time management. Yes, it is important. I was encouraging myself. I used time management and prepared myself before going to the clinical site. Also, eating good food like cereal…it helps me very much in the clinic” (P28).

“Oh yeah, for sure positive thinking. In the hospital, I always think positively. Then, after coming home, I get [to] rest and think about positive things that I can do. So, I will think something good [about] these things, and then I will be relieved of stress” (P21).

Other strategies commonly reported by the participants were managing their breathing (e.g., taking deep breaths, breathing slowly), taking breaks to relax, and talking with friends about the problems they encountered.

“I prefer to take deep breaths and breathe slowly and to have a cup of coffee and to talk to my friends about the case or the clinical preceptor and what made me sad so I will feel more relaxed” (P16).

“Maybe I will take my break so I feel relaxed and feel better. After clinical training, I go directly home and take a long shower, going over the day. I will not think about anything bad that happened that day. I just try to think about good things so that I forget the stress” (P27).

“Yes, my first clinical training was not easy. It was difficult and made me stressed out…. I felt that it was a very difficult time for me. I thought about leaving nursing” (P7).

I was not able to offer my prayers. For me, this was distressing because as a Muslim, I pray regularly. Now, my prayer time is pushed to the end of the shift” (P11).

“When I feel stress, I talk to my friends about the case and what made me stressed. Then I will feel more relaxed” (P26).

Self-support or self-motivation through positive self-talk was also used by the students to cope with stress.

“Yes, it is difficult in the first clinical training. When I am stress[ed], I go to the bathroom and stand in the front of the mirror; I talk to myself, and I say, “You can do it,” “you are a great student.” I motivate myself: “You can do it”… Then, I just take breaths slowly several times. This is better than shouting or crying because it makes me tired” (P11).

Other participants used physical activity to manage their stress.

“How do I cope with my stress? Actually, when I get stressed, I will go for a walk on campus” (P4).

“At home, I will go to my room and close the door and start doing my exercises. After that, I feel the negative energy goes out, then I start to calm down… and begin my clinical assignments” (P21).

Both positive and negative coping strategies were utilized by the students. Some participants described using negative coping strategies when they encountered stress during their clinical practice. These negative coping strategies included becoming irritable and angry, eating too much food, drinking too much coffee, and smoking cigarettes.

“…Negative adaptation? Maybe coping. If I am stressed, I get so angry easily. I am irritable all day also…It is negative energy, right? Then, at home, I am also angry. After that, it is good to be alone to think about my problems” (P12).

“Yeah, if I…feel stress or depressed, I will eat a lot of food. Yeah, ineffective, like I will be eating a lot, drinking coffee. Like I said, effective, like I will prepare myself and do breathing, ineffective, I will eat a lot of snacks in between my free time. This is the bad side” (P16).

“…During the first clinical practice? Yes, it was a difficult experience for us…not only me. When stressed, during a break at the hospital, I will drink two or three cups of coffee… Also, I smoke cigarettes… A lot. I can drink six cups [of coffee] a day when I am stressed. After drinking coffee, I feel more relaxed, I finish everything (food) in the refrigerator or whatever I have in the pantry, like chocolates, chips, etc” (P23).

These supporting excerpts for each theme and the analysis offers valuable insights into the specific stressors faced by nursing students during their first clinical practicum. These insights will form the basis for the development of targeted interventions and supportive mechanisms within the clinical training curriculum to better support students’ adjustment and well-being during clinical practice.

Our study identified the stressors students encounter in their first clinical practicum and the coping strategies, both positive and negative, that they employed. Although this study emphasizes the importance of clinical training to prepare nursing students to practice as nurses, it also demonstrates the correlation between stressors and coping strategies.The content analysis of the first theme, managing expectations, paves the way for clinical agencies to realize that the students of today will be the nurses of tomorrow. It is important to provide a welcoming environment where students can develop their identities and learn effectively. Additionally, clinical staff should foster an environment of individualized learning while also assisting students in gaining confidence and competence in their repertoire of nursing skills, including critical thinking, problem solving and communication skills [ 8 , 15 , 19 , 30 ]. Another challenge encountered by the students in our study was that they were prevented from participating in clinical procedures by some nurses or patients. This finding is consistent with previous studies reporting that key challenges for students in clinical learning include a lack of clinical support and poor attitudes among clinical staff and instructors [ 31 ]. Clinical staff with positive attitudes have a positive impact on students’ learning in clinical settings [ 32 ]. The presence, supervision, and guidance of clinical instructors and the assistance of clinical staff are essential motivating components in the clinical learning process and offer positive reinforcement [ 30 , 33 , 34 ]. Conversely, an unsupportive learning environment combined with unwelcoming clinical staff and a lack of sense of belonging negatively impact students’ clinical learning [ 35 ].

The sources of stress identified in this study were consistent with common sources of stress in clinical training reported in previous studies, including the attitudes of some staff, students’ status in their clinical placement and educational factors. Nursing students’ inexperience in the clinical setting and lack of social and emotional experience also resulted in stress and psychological difficulties [ 36 ]. Bhurtun et al. [ 33 ] noted that nursing staff are a major source of stress for students because the students feel like they are constantly being watched and evaluated.

We also found that students were concerned about potential failure when working with patients during their clinical training. Their fear of failure when performing clinical procedures may be attributable to low self-confidence. Previous studies have noted that students were concerned about injuring patients, being blamed or chastised, and failing examinations [ 37 , 38 ]. This was described as feeling “powerless” in a previous study [ 7 , 12 ]. In addition, patients’ attitudes towards “rejecting” nursing students or patients’ refusal of their help were sources of stress among the students in our study and affected their self-confidence. Self-confidence and a sense of belonging are important for nurses’ personal and professional identity, and low self-confidence is a problem for nursing students in clinical learning [ 8 , 39 , 40 ]. Our findings are consistent with a previous study that reported that a lack of self-confidence was a primary source of worry and anxiety for nursing students and affected their communication and intention to leave nursing [ 41 ].

In the second theme, our study suggests that students encounter a theory-practice gap in clinical settings, which creates confusion and presents an additional stressors. Theoretical and clinical training are complementary elements of nursing education [ 40 ], and this combination enables students to gain the knowledge, skills, and attitudes necessary to provide nursing care. This is consistent with the findings of a previous study that reported that inconsistencies between theoretical knowledge and practical experience presented a primary obstacle to the learning process in the clinical context [ 42 ], causing students to lose confidence and become anxious [ 43 ]. Additionally, the second theme, the theory-practice gap, authenticates Safian et al.’s [ 5 ] study of the theory-practice gap that exists United Arab Emirates among nursing students as well as the need for more supportive clinical faculty and the extension of clinical hours. The need for better time availability and time management to complete clinical tasks were also reported by the students in the study. Students indicated that they had insufficient time to complete clinical activities because of the volume of coursework and assignments. Our findings support those of Chaabane et al. [ 15 ]. A study conducted in Saudi Arabia [ 44 ] found that assignments and workload were among the greatest sources of stress for students in clinical settings. Effective time management skills have been linked to academic achievement, stress reduction, increased creativity [ 45 ], and student satisfaction [ 46 ]. Our findings are also consistent with previous studies that reported that a common source of stress among first-year students was the increased classroom workload [ 19 , 47 ]. As clinical assignments and workloads are major stressors for nursing students, it is important to promote activities to help them manage these assignments [ 48 ].

Another major challenge reported by the participants was related to communicating and interacting with other nurses and patients. The UAE nursing workforce and population are largely expatriate and diverse and have different cultural and linguistic backgrounds. Therefore, student nurses encounter difficulty in communication [ 49 ]. This cultural diversity that students encounter in communication with patients during clinical training needs to be addressed by curriculum planners through the offering of language courses and courses on cultural diversity [ 50 ].

Regarding the third and final theme, nursing students in clinical training are unable to avoid stressors and must learn to cope with or adapt to them. Previous research has reported a link between stressors and the coping mechanisms used by nursing students [ 51 , 52 , 53 ]. In particular, the inability to manage stress influences nurses’ performance, physical and mental health, attitude, and role satisfaction [ 54 ]. One such study suggested that nursing students commonly use problem-focused (dealing with the problem), emotion-focused (regulating emotion), and dysfunctional (e.g., venting emotions) stress coping mechanisms to alleviate stress during clinical training [ 15 ]. Labrague et al. [ 51 ] highlighted that nursing students use both active and passive coping techniques to manage stress. The pattern of clinical stress has been observed in several countries worldwide. The current study found that first-year students experienced stress during their first clinical training [ 35 , 41 , 55 ]. The stressors they encountered impacted their overall health and disrupted their clinical learning. Chaabane et al. [ 15 ] reported moderate and high stress levels among nursing students in Bahrain, Egypt, Iraq, Jordan, Oman, Pakistan, Palestine, Saudi Arabia, and Sudan. Another study from Bahrain reported that all nursing students experienced moderate to severe stress in their first clinical placement [ 56 ]. Similarly, nursing students in Spain experienced a moderate level of stress, and this stress was significantly correlated with anxiety [ 30 ]. Therefore, it is imperative that pastoral systems at the university address students’ stress and mental health so that it does not affect their clinical performance. Faculty need to utilize evidence-based interventions to support students so that anxiety-producing situations and attrition are minimized.

In our study, students reported a variety of positive and negative coping mechanisms and strategies they used when they experienced stress during their clinical practice. Positive coping strategies included time management, positive thinking, self-support/motivation, breathing, taking breaks, talking with friends, and physical activity. These findings are consistent with those of a previous study in which healthy coping mechanisms used by students included effective time management, social support, positive reappraisal, and participation in leisure activities [ 57 ]. Our study found that relaxing and talking with friends were stress management strategies commonly used by students. Communication with friends to cope with stress may be considered social support. A previous study also reported that people seek social support to cope with stress [ 58 ]. Some students in our study used physical activity to cope with stress, consistent with the findings of previous research. Stretching exercises can be used to counteract the poor posture and positioning associated with stress and to assist in reducing physical tension. Promoting such exercise among nursing students may assist them in coping with stress in their clinical training [ 59 ].

Our study also showed that when students felt stressed, some adopted negative coping strategies, such as showing anger/irritability, engaging in unhealthy eating habits (e.g., consumption of too much food or coffee), or smoking cigarettes. Previous studies have reported that high levels of perceived stress affect eating habits [ 60 ] and are linked to poor diet quality, increased snacking, and low fruit intake [ 61 ]. Stress in clinical settings has also been linked to sleep problems, substance misuse, and high-risk behaviors’ and plays a major role in student’s decision to continue in their programme.

Implications of the study

The implications of the study results can be grouped at multiple levels including; clinical, educational, and organizational level. A comprehensive approach to addressing the stressors encountered by nursing students during their clinical practicum can be overcome by offering some practical strategies to address the stressors faced by nursing students during their clinical practicum. By integrating study findings into curriculum planning, mentorship programs, and organizational support structures, a supportive and nurturing environment that enhances students’ learning, resilience, and overall success can be envisioned.

Clinical level

Introducing simulation in the skills lab with standardized patients and the use of moulage to demonstrate wounds, ostomies, and purulent dressings enhances students’ practical skills and prepares them for real-world clinical scenarios. Organizing orientation days at clinical facilities helps familiarize students with the clinical environment, identify potential stressors, and introduce interventions to enhance professionalism, social skills, and coping abilities Furthermore, creating a WhatsApp group facilitates communication and collaboration among hospital staff, clinical tutors, nursing faculty, and students, enabling immediate support and problem-solving for clinical situations as they arise, Moreover, involving chief nursing officers of clinical facilities in the Nursing Advisory Group at the Department of Nursing promotes collaboration between academia and clinical practice, ensuring alignment between educational objectives and the needs of the clinical setting [ 62 ].

Educational level

Sharing study findings at conferences (we presented the results of this study at Sigma Theta Tau International in July 2023 in Abu Dhabi, UAE) and journal clubs disseminates knowledge and best practices among educators and clinicians, promoting awareness and implementation of measures to improve students’ learning experiences. Additionally we hold mentorship training sessions annually in January and so we shared with the clinical mentors and preceptors the findings of this study so that they proactively they are equipped with strategies to support students’ coping with stressors during clinical placements.

Organizational level

At the organizational we relooked at the available student support structures, including counseling, faculty advising, and career advice, throughout the nursing program emphasizing the importance of holistic support for students’ well-being and academic success as well as retention in the nursing program. Also, offering language courses as electives recognizes the value of communication skills in nursing practice and provides opportunities for personal and professional development.

For first-year nursing students, clinical stressors are inevitable and must be given proper attention. Recognizing nursing students’ perspectives on the challenges and stressors experienced in clinical training is the first step in overcoming these challenges. In nursing schools, providing an optimal clinical environment as well as increasing supervision and evaluation of students’ practices should be emphasized. Our findings demonstrate that first-year nursing students are exposed to a variety of different stressors. Identifying the stressors, pressures, and obstacles that first-year students encounter in the clinical setting can assist nursing educators in resolving these issues and can contribute to students’ professional development and survival to allow them to remain in the profession. To overcome stressors, students frequently employ problem-solving approaches or coping mechanisms. The majority of nursing students report stress at different levels and use a variety of positive and negative coping techniques to manage stress.

The present results may not be generalizable to other nursing institutions because this study used a purposive sample along with a qualitative approach and was limited to one university in the Middle East. Furthermore, the students self-reported their stress and its causes, which may have introduced reporting bias. The students may also have over or underreported stress or coping mechanisms because of fear of repercussions or personal reasons, even though the confidentiality of their data was ensured. Further studies are needed to evaluate student stressors and coping now that measures have been introduced to support students. Time will tell if these strategies are being used effectively by both students and clinical personnel or if they need to be readdressed. Finally, we need to explore the perceptions of clinical faculty towards supervising students in their first clinical practicum so that clinical stressors can be handled effectively.

Data availability

The data sets are available with the corresponding author upon reasonable request.

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The authors are grateful to all second year nursing students who voluntarily participated in the study.

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Jacqueline Maria Dias, Muhammad Arsyad Subu, Nabeel Al-Yateem, Fatma Refaat Ahmed, Syed Azizur Rahman, Mini Sara Abraham, Sareh Mirza Forootan, Farzaneh Ahmad Sarkhosh & Fatemeh Javanbakh

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JMD conceptualized the idea and designed the methodology, formal analysis, writing original draft and project supervision and mentoring. MAS prepared the methodology and conducted the qualitative interviews and analyzed the methodology and writing of original draft and project supervision. NY, FRA, SAR, MSA writing review and revising the draft. SMF, FAS, FJ worked with MAS on the formal analysis and prepared the first draft.All authors reviewed the final manuscipt of the article.

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Dias, J.M., Subu, M.A., Al-Yateem, N. et al. Nursing students’ stressors and coping strategies during their first clinical training: a qualitative study in the United Arab Emirates. BMC Nurs 23 , 322 (2024). https://doi.org/10.1186/s12912-024-01962-5

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Received : 06 January 2024

Accepted : 22 April 2024

Published : 11 May 2024

DOI : https://doi.org/10.1186/s12912-024-01962-5

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