Discussing Flexibility: Student Talk to Build Flexible Thinking Skills in Grades 1–4

Posted In Discussion On April 25, 2025

Discussing flexibility is one of the most powerful ways elementary teachers can help young students build essential executive function skills. As part of executive function instruction, teaching flexibility helps students develop the ability to shift their thinking, adapt to new situations, and problem-solve when things don’t go as expected. When we give students the tools to think flexibly, we empower them to manage their learning, behavior, and emotions more effectively, both in and out of the classroom.

Flexibility is a core executive function. Executive functions are simply the mental skills that help us plan, maintain focus and attention, remember instructions, and juggle multiple tasks successfully. Teaching executive function skills like flexibility isn’t just about managing classroom routines—it’s about improving students’ academic performance, behavior, and social interactions. For students in grades 1–4, developing flexibility means learning to think in new ways, consider multiple perspectives, and stay calm when plans change.

Here are five discussion questions you can use to get your students talking and thinking about flexibility. Each question is a springboard for deeper learning, meaningful reflection, and a great opportunity to boost student engagement while teaching executive function skills.

1. Think of a time when something unexpected happened and you had to change your plans. What changed, and how did it make you feel?

When discussing flexibility, this question invites students to reflect on real experiences. Whether it was a rainy-day recess or a canceled playdate, students often feel big emotions when things don’t go as planned. Sharing these stories helps build self-awareness and promotes student’s self-regulation. This conversation can lead to important executive function lessons on managing feelings and finding new ways to enjoy unexpected changes.

2. Imagine you’re playing a game, and the rules change while you’re playing. What would you do? How would you feel?

This scenario encourages students to think through how they react when situations shift suddenly. As part of executive function learning, this is a great way to introduce flexibility as a skill that helps us pause, think, and choose how to respond instead of reacting impulsively. This question also helps students develop social skills and empathy as they consider how others may respond to the same situation.

3. Think about how the same situation can be viewed from two different perspectives. Can you think of an example?

Discussing flexibility through this lens helps students understand that others may see things differently. This is an excellent way to connect executive function tools with building empathy and communication skills. Students gain practice in considering multiple sides of a situation, which is a key component of solving executive function challenges related to peer interactions and classroom cooperation.

4. Why is it good to have different ideas to choose from when solving a problem? Can you think of a time when considering more than one solution helped you?

This question encourages creative problem-solving, another important aspect of flexibility. When students learn to brainstorm multiple solutions, they feel more empowered and confident. This type of flexibility boosts student confidence and helps them see themselves as capable problem-solvers, which in turn can improve student’s performance in both academics and relationships.

5. Why do you think it’s difficult to switch from one activity to another sometimes? How can you make it easier?

Many students struggle with transitions. Discussing flexibility in this way helps students identify their own challenges and learn strategies to manage them. This question naturally allows educators to introduce helpful routines, visuals, and prompts that make transitions smoother and improve student behavior management.

By weaving these questions into your classroom discussions, morning meetings, or small group activities, you’re not just fostering conversation—you’re building essential executive functioning tools. These discussions help students manage their emotions, practice self-reflection, and develop the mental flexibility needed to navigate both academic and social challenges.

Using student talk as part of an executive functioning curriculum helps students learn in a developmentally appropriate way. Younger students especially benefit from hearing their peers share stories, brainstorm strategies, and model flexible thinking. As they become more comfortable discussing flexibility, they also become more confident in using flexibility to solve real-life problems.

When executive function strategies are taught intentionally, consistently, and with student engagement in mind, they can dramatically improve academic performance and classroom behavior. A strong executive function curriculum provides structure, tools, and routines that build skills over time and support students at all levels of need.

Want to continue discussing flexibility with older students?

•  Click here for discussion questions for grades 5–8
•  Click here for discussion questions for grades 9–12

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Teaching executive function skills like flexibility is an investment in student success—and it all starts with a conversation. By discussing flexibility regularly, you are giving your students a foundation for lifelong learning, emotional resilience, and academic confidence.