Use language appropriate to their apparent level of comprehension of the problem. If they objectify the problem visually in a 2D diagram think very hard before asking them to project it into another representative space, or phase change or whatever is your "this is a better way to think about it"

Try very hard not to be patronising. Kids struggling with maths can be super sensitive. They can misinterpret a smile as a smirk. If they had the courage to seek help, don't belittle them. For example a phrase as simple as "that's easy" can be a huge burden.

Beware misunderstood questions. If you seek to help by asking them questions be mindful if they do not understand the intent of your question, you may add to their burden not reduce it.

Some set work requires a specific method be shown to be used. It's fine to show them other methods, but you may have to help them project the answer back into the one they will be assessed in.

If they only want debugging, then help them find the bug, the mistranscribed value, the divide by zero, the specific mistake. If they have no insight into the problem then more exploratory help may be useful.

Time out can help. Stress hormones don't make maths any easier.