Finishing Strong:
- Linda Kollind
- Oct 9, 2025
- 4 min read
Updated: Feb 24
Supporting Student and Teacher Motivation and Focus in Term 4
School holidays have just finished, and students are returning to school. There may be mixed feelings of joy, relief, excitement, fatigue, or dread about getting back to the daily routine. With only one term to go, everyone may already be counting down the days until the next school holidays. It is common for motivation and attention to fluctuate during this time. You might be asking, "How will we survive another 10 weeks?"
Regardless of your feelings going into the new term, the good news is that there are evidence-based strategies to not only “manage” the next weeks but also to keep motivation high. These strategies can help you and your students stay focused and proud right to the end of Term 4.
Why Motivation Dips in Term 4
By this time of year, many students and teachers are mentally and emotionally tired. They have a high cognitive load after months of learning and teaching. A sense of “the end is near” can also reduce intrinsic motivation.
Even though fatigue can be partially responsible for decreased engagement, Hargreaves et al. (2022) suggested that distress can build over time. They encouraged teachers to monitor subtle signals of disengagement, such as withdrawal, lack of effort, or off-task behaviour. Responding in a preventative manner is crucial. Regular wellness check-ins with students throughout the year can help, as can referring them to mental health professionals, such as a psychologist, when needed.
Boost Motivation with Small Shifts
Motivation research, especially Self-Determination Theory (SDT), tells us that students stay most engaged when three needs are met:
Autonomy – feeling a sense of choice and control
Competence – feeling capable and successful
Relatedness – feeling connected and valued
EduInfluencers founder Rochelle Borton states that achieving goals linked to values and personal motivation enhances overall well-being and performance. This gives even more reason for school leaders to adopt specific strategies. Hargreaves et al. (2022) encourage classroom routines, assessments, and groupings that allow multiple pathways to success. This approach avoids rigid labels and maintains student agency.
Here are three evidence-based strategies that apply to school leaders, teachers, and students, grounded in psychological research:
1. Foster Values-Aligned Goal Setting (Self-Determination Theory)
When a goal truly matters to us, we tend to feel more energised, fulfilled, and committed. This is often driven by our values, such as curiosity, creativity, or kindness. A more extensive list of different values can be found on Mindfulness.
Mixing goals with personal values activates intrinsic motivation, boosting engagement, well-being, and perseverance. Here are some practical activities to try:
Begin each term with a values check-in: What do I (or my students) care most about learning or achieving this term?
Encourage goal setting that connects effort to meaning (e.g., “I want to give more peer feedback because I value teamwork”).
Celebrate progress that reflects values in action—such as persistence, empathy, or curiosity—not just grades or targets.
A quick tip to incorporate values throughout the day could be: “When Sam struggles to finish his reading, you might ask him which part he enjoys most, connecting his effort to his value of curiosity.”
2. Use Strength-Based Feedback and Recognition (Positive Psychology)
When feedback focuses on strengths rather than shortcomings, teachers and students usually feel seen, capable, and motivated to improve. This approach helps build confidence, resilience, and nurtures a sense of belonging and self-belief.
Positive Psychology (Seligman & Csikszentmihalyi, 2000) shows that identifying and using personal strengths enhances motivation, performance, and well-being. In schools, this approach reduces burnout, boosts self-efficacy, and fosters optimism. Here are some practical activities to try:
Start feedback conversations (with staff or students) by identifying one strength in action and describing its impact.
Recognise and share examples of teachers or students who model the school’s values through their strengths.
Explore your and the students’ values with the assistance of a psychologist.
3. Build Reflection and Mastery Moments (Bandura’s Self-Efficacy Theory)
Progress feels most powerful when it is seen and validated. Taking time to reflect on small wins reinforces a sense of competence and control.
Albert Bandura’s Self-Efficacy Theory (1997) found that our belief in our ability to succeed—self-efficacy—grows when we experience mastery. This belief predicts persistence, learning, and emotional well-being. Reflection turns everyday experiences into evidence of growth. Here are some practical activities to try:
Create brief “success reflections” in class or staff meetings—what went well today, and why?
Encourage both teachers and students to track growth in journals or learning portfolios.
Frame feedback around progress and strategies (“What helped you improve?”) rather than perfection or outcomes.
To sum up, celebrating the return to school and a new term filled with progress and success is essential. When schools intentionally align goals with values, recognise strengths, and celebrate progress, both staff and students experience more joy and purpose in learning. The evidence-based strategies outlined above not only boost motivation but also build healthier, more connected, and more resilient school communities all year round.
Quick Tips for Term 4
Start the week with a 2-minute values check-in.
Celebrate one small success for every student or colleague each day.
Encourage reflection at the end of the day: “What worked well today?”
References
Hargreaves, E., Quick, L., & Buchanan, D. (2022). “This is too boring”: A life-history approach to primary pupils’ distress and lack of motivation for school-work. Cambridge Journal of Education, 52(3), 289–306.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14.
Comments