ACT Activities for K–12 Students

Practical Acceptance and Commitment Training for the Classroom

Table of Contents

Introduction to ACT in Schools

Acceptance and Commitment Training (ACT) is a behavioral approach that helps students improve psychological flexibility—the ability to be present, open up to experience, and take action aligned with personal values. In school settings, ACT can be a powerful method for enhancing emotional regulation, social-emotional learning, and values-based behavior.

This guide presents a structured set of ACT activities tailored to developmental stages from Kindergarten through 12th grade. Lessons are designed with the DNAV model (Detect, Name, Allow, and Value) and the AIM model (Accept, Identify, Move) in mind. These simplified versions of ACT make core concepts accessible for young learners.

Each activity targets one of the six core ACT processes and is designed to be short, practical, and engaging—ideal for classroom or small group interventions.

Core Concepts & Models

Six Core ACT Processes

Acceptance
Cognitive Defusion
Present Moment
Self-as-Context
Values
Committed Action

Simplified Models for Young Learners

DNAV Model

Detect - Notice what's happening
Name - Label thoughts and feelings
Allow - Accept what's present
Value - Connect with what matters

AIM Model

Accept - Welcome difficult experiences
Identify - Clarify personal values
Move - Take values-based action

Grades K–2 (Early Elementary)

Feelings Are Visitors
Acceptance
Young children often struggle with intense emotions and need help learning that feelings aren't permanent or dangerous. This activity helps them understand emotions as temporary guests.
Instructions
Ask students to draw a house with different rooms. Label each room with a feeling (happy, sad, mad, etc.)
Explain that emotions are like visitors that come into the rooms and eventually leave
Practice "opening the door" with breathing—breathe in to let the feeling in, breathe out to say goodbye
Reflection Question
"Which feelings visited you today?"
Materials Needed
House template worksheet with space for drawings

Grades 3–5 (Upper Elementary)

Tug-of-War with Thoughts
Cognitive Defusion
Students at this age can start to notice that not all thoughts are true or useful. This activity introduces defusion in a playful way.
Instructions
Stage a mock tug-of-war using a rope—one student is "the brain" giving mean thoughts, the other is "me"
Ask: "What happens if you drop the rope?"
Give each student a "thought bubble" and have them write one recurring negative thought
Teach them to say, "I'm having the thought that…" before reading it aloud
Materials Needed
Rope, thought bubble worksheet

Grades 6–8 (Middle School)

Passengers on the Bus
Self-as-Context
Adolescents begin to explore identity. This metaphor helps them realize they are not their thoughts—they are the driver of the bus.
Instructions
Present the metaphor: "You are driving a bus. Some passengers (thoughts) yell at you, but you don't have to let them take the wheel."
Students draw their bus and name their passengers (e.g., "I'm not good enough," "Nobody likes me")
Ask: "Who's driving your bus?"
Identify a value destination and plan one small step to move toward it
Materials Needed
Bus template worksheet

Grades 9–12 (High School)

The Values Compass
Values & Committed Action
Teens are capable of complex reflection on life direction. This activity guides them to align daily actions with long-term values.
Instructions
Ask students to list 3 things or people that matter most to them
Introduce the metaphor: "A compass doesn't remove obstacles—it keeps you pointed in the right direction."
Have students pick one value and brainstorm 2–3 small actions they can take this week aligned with it
In small groups, share intentions and create accountability pairs
Materials Needed
Values Compass worksheet

Implementation Tips for Success

Pacing
Keep activities under 20 minutes for younger grades, and 30–40 minutes for teens.
Modeling
Teachers and counselors should model openness and vulnerability during these lessons.
Language
Use student-friendly terms. Avoid psychological jargon (e.g., "defusion" becomes "stepping back from thoughts").
Reflection
Always close with a reflection or debrief question like, "What did you notice?" or "What stood out for you?"

Why ACT Works in Schools

ACT is rooted in behavior analysis, relational frame theory, and mindfulness. It's been shown to reduce anxiety, improve engagement, and support values-based living in both adults and children (Hayes et al., 2006; Dixon & Paliliunas, 2017).

In school settings, ACT provides students with the language and tools to manage difficult emotions and stay committed to meaningful actions—even when life gets tough. The approach is particularly effective because it:

References

Bond, F. W., Hayes, S. C., Baer, R. A., Carpenter, K. M., Guenole, N., Orcutt, H. K., Waltz, T., & Zettle, R. D. (2011). Preliminary psychometric properties of the Acceptance and Action Questionnaire-II: A revised measure of psychological inflexibility and experiential avoidance. Behavior Therapy, 42(4), 676–688. https://doi.org/10.1016/j.beth.2011.03.007
Ehrnstrom, C. (2011). Compendium of ACT metaphors. Association for Contextual Behavioral Science. Retrieved from https://coping.us/images/Compendium_of_ACT_Metaphors.pdf
Gloster, A. T., Walder, N., Levin, M. E., Twohig, M. P., & Karekla, M. (2020). The empirical status of acceptance and commitment therapy: A review of meta-analyses. Journal of Contextual Behavioral Science, 18, 181–192. https://doi.org/10.1016/j.jcbs.2020.09.009
Harris, R. (2019). ACT made simple: An easy-to-read primer on acceptance and commitment therapy (2nd ed.). New Harbinger Publications.
Hayes, S. C., Luoma, J. B., Bond, F. W., Masuda, A., & Lillis, J. (2006). Acceptance and commitment therapy: Model, processes and outcomes. Behaviour Research and Therapy, 44(1), 1–25. https://doi.org/10.1016/j.brat.2005.06.006
Murrell, A. R., & Scherbarth, A. J. (2006). State of the research & literature address: ACT with children, adolescents and parents. International Journal of Behavioral Consultation and Therapy, 2(4), 531–543. https://doi.org/10.1037/h0101009
Powers, M. B., Zum Vörde Sive Vörding, M. B., & Emmelkamp, P. M. G. (2009). Acceptance and Commitment Therapy: A meta-analytic review. Psychotherapy and Psychosomatics, 78(2), 73–80. https://doi.org/10.1159/000190790

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These evidence-based ACT activities provide practical tools for building psychological flexibility in students of all ages. Get our complete ACT Matrix Guide with free PDF downloads and implementation strategies.

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