Finishing Strong:
- Linda Kollind
- 3 days ago
- 4 min read
Supporting Student and Teacher Motivation and Focus in Term 4
School holidays have just finished and you and the students at going back to school. There may be mixed feelings of joy, relief, excitement, fatigue or dread returning to the daily routine and with only one term to go everyone may already be counting down the days until the next school holidays. It is not uncommon that motivation and attention tend to fluctuate, and you may be asking; How will we survive another 10 weeks?
Regardless of your feeling going into the new term, the good news is that there are evidence-based strategies, not only to “manage” the next weeks but also to keep the motivation to engage higher, helping you and your students to 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, having a high cognitive load after months of learning and teaching. A sense of “the end is near” can also reduce the intrinsic motivation.
Even though fatigue can be partially responsible for decreased engagement, Hargreaves at al. (2022) suggested that distress can be built over time and encouraged teachers to monitor subtle signals of disengagement (e.g. withdrawal, not attempting, off-task behaviour) and respond in a preventative manner. This can be done by doing wellness check ins with the students regularly throughout the year as well as 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 says the achievement of goals, linked to values and personal motivation are known to enhance overall wellbeing and performance of staff, giving even more reason to ensure specific strategies are adopted by school leaders. Hargreaves et al (2022) encourages classroom routines, assessment, and grouping to allow multiple pathways to show success, avoiding rigid labels, and maintaining student agency.
Here are three evidence-based strategies that applies 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 tends to be driven by our values. Some common values are curiosity, creativity or kindness). A more extensive list of different values can be found on Mindfulness.
When mixing goals with personal values, they tend to activate intrinsic motivation which in its turn is known to boosting engagement, wellbeing and perseverance. 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 add in 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 tends to focus on strengths, rather than shortcomings teachers and students usually feel seen, capable and motivated to keep improving. This can help to 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 wellbeing. In schools, this approach reduces burnout, boosts self-efficacy, and fosters optimism. 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 its 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 wellbeing. Reflection turns everyday experiences into evidence of growth. 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 and celebrate the return to school and a new term filled with progress and success; when schools intentionally align goals with values, recognises strength and celebrate progress - both staff and students experience more joy and purpose in learning. The evidence-based strategies outlined above, does not just boost motivation, they build healthier, more connected and more resilient school communities all year around.
Quick Tip 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
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