The article presents the results of empirical research on how teachers perceive different dimensions of student thinking, as well as how they could get involved in order to optimize students' thinking. The research carried out was followed by a theoretical presentation of the disruptive factors of thinking and an active discussion aimed at the specifics of the development of thinking at different age stages. The topic addressed is part of the research project „Ensuring psychological activity in the general education system from the perspective of contemporary societal approaches regarding the student's thinking”.