Encourage self-reflection by asking targeted questions like:

"What do you enjoy learning about?"

"What activities make you lose track of time?"

"What do you find easy that others might find difficult?"

"When do your friends ask for your help?"

These questions can reveal talents, interests, and skills in areas such as creativity, logic, teamwork, or sports. Observe moments when a student is fully engaged, performs a task easily, or receives praise from peers. You can do strength finder sessions either one-on-one or with groups. However, one-on-one sessions would be preferable because they reduce the risk of someone writing what their friend has said or allowing someone to ridicule one of their suggestions.

Once you've asked the questions above, you should actively listen and prompt them. Try to move them away from things like "I like computer games" and instead focus on the core skill behind that i.e. "I like solving problems". You might not discover their strengths in just one session, but it's worth pursuing this until what each student likes doing and is good at doing becomes apparent. It can be surprising how many children feel they do not have any strengths (particularly if they have older siblings who are top achievers) for these students in particular, these exercises are important.

Age Considerations:

Primary

• Use simple, accessible questions, e.g. “What are you proud of today?” or “What do you enjoy doing most?”

• Model and name strengths explicitly, linking them to behaviour (e.g. “You showed persistence finishing that task”).

• Use visuals and examples, such as strength cards or classroom displays to help pupils recognise different skills.

• Observe and reflect regularly, noting when pupils are engaged, confident, or helping others.

• Incorporate strengths into tasks, e.g. allowing drawing, discussion, or practical activities to demonstrate understanding.

Keep language clear and specific, and revisit strengths often so pupils begin to recognise them independently over time.

Secondary:

In secondary school, students are better able to reflect on their abilities, but may lack confidence or have a narrow view of what counts as a “strength”. Support should focus on deepening self-awareness and linking strengths to learning and future goals.

Encourage students to:

• Engage in structured self-reflection, using targeted questions and discussion.

• Move beyond surface answers, prompting them to identify underlying skills (e.g. from “I like gaming” to “I enjoy problem-solving”).

• Connect strengths to subjects and outcomes, showing how these can support academic progress.

• Use one-to-one conversations where possible, creating a safe space for honest reflection.

• Apply strengths in learning, e.g. choosing how to approach tasks based on what they do well.