Helping students “unhook” from thoughts: Cognitive defusion in the classroom

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Helping students “unhook” from thoughts: Cognitive defusion in the classroom

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This article was originally written by Abby Dale-Bates in 2022. It was last revised and updated in September 2025 by the Komodo Psychology Team.

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Our brains are complex organs designed to keep us alive and safe. They control physical functions such as breathing, movement, and vision, as well as cognitive processes including thoughts, memories, emotions, and perception.

Sometimes, our minds generate uncomfortable or unhelpful thoughts automatically, even when we know they are unlikely or untrue. Students may fixate on what others think of them, imagine worst-case scenarios, or replay past experiences, which can interfere with learning, social connection, and wellbeing.

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One vital brain function is threat detection. Historically, the brain’s alarm system focused on environmental dangers. In modern life, it has adapted to detect social and cognitive threats. This helps keep us safe, but can lead to distressing or rigid thought patterns when the system becomes overactive (Hayes, 2019; Simon, Driessen, Lambert, & Muris, 2020).

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How distressing thoughts affect students

During childhood and adolescence, students experience significant cognitive, emotional, and social growth. In this developmental stage, the brain is highly sensitive to perceived threats and social evaluation. As a result, students may:

• Predict negative outcomes or imagine worst-case scenarios, e.g., “No one will talk to me at lunchtime” or “I’ll fail this exam.”
• Replay distressing events (rumination), e.g., “If only I had done this differently.”
• Engage in ‘mind reading,’ assuming others’ negative perceptions, e.g., “No one likes me anymore, they are all talking about me.”
• Compare themselves to peers, fostering feelings of inadequacy.
• Strive for unattainable standards, e.g., “I need the newest phone to fit in, I need to be on social media”

When students become “hooked” by these thoughts, they may:

• Experience lowered self-esteem and self-worth.
• Display emotional dysregulation, including outbursts or withdrawal.
• Avoid social interaction or valued activities.
• Have disrupted sleep due to racing thoughts.
• Struggle with attention and learning.
• Internalise rigid “rules” about how life should be, e.g., “I must be perfect to be happy.”

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‍So how can we help students manage these thoughts and “unhook.”

Cognitive Defusion

Cognitive defusion is a skill from Acceptance and Commitment Therapy (ACT) that helps students notice their thoughts without getting stuck in them. Often, students can become “hooked” on unhelpful thoughts, such as worries, self-criticism, or imagined scenarios. Cognitive defusion teaches them to see thoughts as just thoughts, not facts or commands they have to follow.

In practice, cognitive defusion means:

• Observing thoughts instead of being controlled by them. For example, noticing “I am having the thought that I will fail this test” rather than “I will fail this test.”
• Noticing without judging. Students can recognise a thought is present without labelling themselves as “bad” or “stupid” because of it.
• Letting thoughts come and go instead of trying to push them away or holding onto them.

By practising cognitive defusion, students gain mental flexibility. They can respond to challenges more calmly, manage difficult emotions, and focus on actions that matter rather than getting stuck in loops of unhelpful thinking. This skill supports better engagement at school, healthier relationships, and improved resilience when faced with stress (Harris, 2019; García-Gómez et al., 2019).

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Practical strategies to “unhook”

Teachers and parents can guide students in practising cognitive defusion and unhooking with practical strategies:

1. Notice the thought
   Encourage students to pause and identify when they are hooked. For example:

• “I notice my mind is worrying about the test again.”
• “Here’s a thought telling me I won’t do well.”
  Labeling the thought helps students unhook from it, reducing its power.
  
  

2. Use imagery or metaphors
   Students can imagine thoughts as clouds in the sky, leaves on a stream, or words on a sign. The goal is to watch the thought float by without holding on, unhooking from the story the mind is telling.
   
   
3. Separate themselves from the thought
   Remind students that having a thought does not make it true. Instead of thinking “I am going to fail,” try:

• “I’m noticing the thought that I might fail. I can unhook from it and focus on what I can do next.”
  
  

4. Reflect on the message
   Some thoughts reveal hidden needs or signals, such as stress or fatigue. Encourage students to ask:

• “What is this thought trying to tell me?”
• “Does my body or mind need something right now?”
  
  

5. Refocus on what matters
   Guide students to redirect attention to meaningful actions:

• “Is this thought helping me move toward what matters?”
• “What can I do right now that aligns with my goals or values?”
  
  

6. Model unhooking
   Teachers and parents can demonstrate unhooking by talking through their own thoughts:

• “I notice I’m thinking I might forget what to say, but I’m unhooking from that thought and focusing on the first step.”

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When students practise these strategies, they learn to unhook from unhelpful thoughts, reduce anxiety, and respond more flexibly to challenges. Over time, this builds resilience, emotional regulation, and confidence in managing difficult situations (Harris, 2019; García-Gómez et al., 2019).

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Learn more about how Komodo can help your school easily identify students in distress

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References:

• García-Gómez, M., Guerra, J., López-Ramos, V. M., & Mestre, J. M. (2019). Cognitive fusion mediates the relationship between dispositional mindfulness and negative affects: A study in a sample of Spanish children and adolescent school students. International Journal of Environmental Research and Public Health, 16, 4687. https://doi.org/10.3390/ijerph16234687
• Gillard, D., Flaxman, P., & Hooper, N. (2018). Acceptance and Commitment Therapy: Applications for educational psychologists within schools. Educational Psychology in Practice.https://doi.org/10.1080/02667363.2018.1446911
• Harris, R. (2019). ACT Made Simple: An easy-to-read primer on Acceptance and Commitment Therapy (2nd ed.). New Harbinger Publications.
• Harris, R. (2022). The Happiness Trap: How to stop struggling and start living (2nd ed.). Shambhala Publications.
• Hayes, L., & Ciarrochi, J. (2015). The Thriving Adolescent: Using acceptance and commitment therapy and positive psychology to help teens manage emotions, achieve goals, and build positive connections. New Harbinger Publications.
• Simon, E., Driessen, S., Lambert, A., & Muris, P. (2020). Challenging anxious cognitions or accepting them? Exploring the efficacy of the cognitive elements of cognitive behaviour therapy and acceptance and commitment therapy in the reduction of children’s fear of the dark. International Journal of Psychology, 55(1), 90–97. https://doi.org/10.1002/ijop.12540