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Psychological flexibility: Signs, effects & improvement strategies

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This article was last reviewed in December 2025 by the Komodo Psychology Team

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Schools are not just places for academic learning - they are environments where students develop critical social and emotional skills that lay the foundation for resilience, wellbeing, and success in life. The experiences and interactions within schools provide roadmaps for how students engage with the world, respond to challenges, and navigate complex relationships. This makes schools ideal settings to implement strategies that enhance student development and equip them for the ever-changing demands of society.

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Why psychological flexibility matters

To thrive in school and beyond, students need opportunities to develop the ability to:

• Adapt and remain open while maintaining a sense of self
• Manage and regulate their emotions and behaviours in times of change or stress
• Consider and accept alternative perspectives
• Act in alignment with their values rather than impulsively or under peer pressure

These skills are central to psychological flexibility, which is increasingly recognised as a key indicator of mental health and wellbeing (Gloster et al., 2017; Kashdan & Rottenberg, 2010). Students who develop psychological flexibility show stronger resilience, improved coping with stress, and better overall mental health (Hayes et al., 2018).

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What psychological flexibility looks like

Psychological flexibility, rooted in the Acceptance and Commitment Therapy (ACT) framework, is the ability to stay open, adaptable, and value-driven even under stress or strong emotions. Key aspects include:

1. Holding thoughts & emotions lightly
   Not being overwhelmed by every thought or feeling, but noticing them without judgment. For example, a student might think, “I’m nervous about the test,” without letting that stop them from preparing or participating.
2. Acting in alignment with values & goals
   Making choices based on what matters most, rather than immediate impulses. A student who values learning may push through boredom to finish an assignment, or a teacher who values fairness may calmly manage conflict.
3. Adapting to changing circumstances
   Adjusting behaviour and perspectives when situations shift. For example, a student switching from a group project to an individual task manages disappointment while staying engaged.
4. Balancing competing needs & responding creatively
   Navigating conflicting priorities and generating flexible solutions. This might look like a student balancing study and social time, or a teacher adjusting lessons to meet diverse classroom needs (Tindle & Moustafa, 2021).

In short: Psychological flexibility is about noticing what’s happening internally, choosing actions aligned with values, and adjusting effectively to life’s changing demands.

In schools, it supports student resilience, engagement, and self-regulation.

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Signs of psychological flexibility in students

A student demonstrating psychological flexibility may:

• Accept difficult emotions without overreacting
• Shift perspectives when encountering challenges or new information
• Recover from setbacks quickly
• Make choices guided by personal values rather than immediate impulses
• Engage constructively with peers, even in stressful or emotionally charged situations

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Signs of psychological inflexibility include:

• Rigid thinking or behaviour in response to stress
• Difficulty coping with change or disappointment
• Acting impulsively or reactively rather than thoughtfully
• Avoiding challenging situations or emotions

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Strategies to improve psychological flexibility

Psychological flexibility is a skill that can be nurtured in students at any age. Key strategies include:

1. Willingness to experience difficult emotions & thoughts
   Students learn to recognise what they cannot control and to let go of the struggle against these experiences.
2. Step back from thoughts (cognitive defusion)
   Encourage students to notice thoughts without being dominated by them, fostering insight and perspective.
3. Focus on the present (mindfulness)
   Being attuned to the current moment allows students to respond rather than react, reducing rumination about the past or anxiety about the future.
4. Reduce attachment & rigidity
   Help students observe themselves as separate from their thoughts and feelings, promoting awareness without over-identification.
5. Act in alignment with valuesSupport students in connecting with what matters most to them, guiding their decisions and behaviours.
6. Build value-driven habits
   Encourage students to take action towards meaningful goals, even when facing discomfort, fear, or emotional challenge.

These strategies are interrelated and ongoing. Developing psychological flexibility is not about perfection - it’s about growth, adaptability, and resilience over time (Hayes et al., 2018; Tindle & Moustafa, 2021).

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The role of schools & teachers

Teachers and school staff play a critical role in fostering psychological flexibility. By modelling flexible thinking, value-driven decision-making, and mindful emotional regulation, staff can:

• Create emotionally safe and predictable learning environments
• Support students in recognising and responding to their own emotions- validation.
• Integrate value-driven choices and resilience-building into daily classroom practices
• Help students navigate social challenges and academic pressures effectively - skill building and cope ahead plans. 

Embedding psychological flexibility practices in schools benefits both staff and students, promoting wellbeing, engagement, and long-term success.

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References 

Gloster, A. T., Walder, N., Levin, M. E., Twohig, M. P., & Karekla, M. (2017). The empirical status of Acceptance and Commitment Therapy: A review of meta-analyses. Journal of Contextual Behavioral Science, 6(4), 249–257. https://doi.org/10.1016/j.jcbs.2017.08.002

Hayes, S. C., Strosahl, K., & Wilson, K. G. (2018). Acceptance and commitment therapy: The process and practice of mindful change (2nd ed.). Guilford Press.

Kashdan, T. B., & Rottenberg, J. (2010). Psychological flexibility as a fundamental aspect of health. Clinical Psychology Review, 30(7), 865–878. https://doi.org/10.1016/j.cpr.2010.03.001

Tindle, R., & Moustafa, A. A. (2021). Psychological distress, social support, and psychological flexibility during COVID-19. In Mental Health Effects of COVID-19 (pp. 89–101). Academic Press.