Helping pupils change strategy when they become stuck

Some pupils continue with an approach that is not working, restart the same way or wait for an adult to solve the problem. They may need explicit support to recognise when to persist and when to change strategy.

Productive struggle still matters. The aim is to give the pupil a small, usable set of alternatives.

Teach a Plan A and Plan B

Choose a common point of difficulty in the subject. Agree the first strategy to try and one sensible alternative.

Examples include:

reread the question, then represent it with a diagram;
sound out an unfamiliar word, then use the sentence context;
try the written method, then check with manipulatives or a number line;
draft a sentence, then use a sentence frame if the idea is still unclear;
review the example, then ask a specific question.

Record the options on a small card, in the pupil's book or on the board. Keep the menu short enough to use during the task.

With older pupils, the same idea works as a stuck-to-switch menu: three subject-specific next steps on the inside cover of the book. When stuck, the pupil names what is not working and picks one option before asking for help.

Help the pupil notice when to switch

Agree a simple signal for when Plan A is no longer productive. This could be reaching the same incorrect answer twice, spending an agreed time without progress or being unable to explain the next step.

Ask, “What have you tried, and which option will you use next?” This keeps the decision with the pupil while providing enough structure to move forward.

Review what worked

At the end of the task, take a brief moment to identify which strategy helped and why. Over time, build a subject-specific bank of useful alternatives.

Gradually reduce the prompt as the pupil begins to recognise stuck points and switch approaches independently. If they cannot use an alternative because the underlying knowledge is missing, reteach that knowledge rather than adding more strategies.