Why a Motivated Student Can Move Mountains
“What are your thoughts on nihilism?” asked the sixth-form student. It was the Q&A session at the end of a motivational talk I gave. I asked her to elaborate.
Her body language and tone of her voice spoke louder than words.
She wanted to know what the point of life was. A big question for a simple motivational talk, but not an uncommon one. We discussed what the meaning of “purpose” really meant. She got it and she realised she was on track, and she smiled for the first time.
A motivated student isn’t merely about academic performance. It is much more. In this article, we explore the importance of taking a demotivated student on a journey to lasting motivation.
Why is motivation important for students?
Of course, motivation is important in education, but it is also skewed by other conditions. Young people from higher socioeconomic backgrounds are frequently more employable. They are generally better prepared for the world of work because of access to resources such as career offices, better schools, high levels of social influence, and familial experience with education.
Pupils eligible for free school meals are much less likely than other pupils to go into higher education, particularly to more prestigious universities. They are also almost twice as likely to drop out before the start of their second year of higher education.
Education remains a potent equaliser in socioeconomic status. A higher level and quality of education increase the employability of young people. The trouble is that those from poorer backgrounds are less likely to invest in their education and, consequently, their future career and life success.
Motivation is especially critical for students of all ages with lower socioeconomic status. It is the internal and external forces that drive individuals to behave in a certain way. It is the process of initiating, guiding, and maintaining goal-oriented behaviours.
64% of college and sixth-form students say ‘keeping motivated in my studies and/or job search ’ is among their biggest challenges.
A demotivated student will not report feeling demotivated. They will usually just disconnect from the thing that does not motivate them and, therefore, deem it less of a priority in their life. Talking about something does not motivate you becomes redundant. Life goes on, right?
"Struggling with motivation " was reported as the main barrier to learning at home by 39% of primary school pupils' parents, 44% of secondary school pupils' parents, and 55% of secondary school students themselves.
A student who is feeling demotivated experiences:?
Poor academic performance
When children are demotivated, they are less likely to put in the effort to succeed in school. This can lead to lower grades, increased absences, and difficulty keeping up with the curriculum.
Social and emotional development stagnation and problems
Demotivation can also have a negative impact on children's social and emotional development. Children who are demotivated may withdraw from their peers, have difficulty making friends, and experience feelings of loneliness and isolation.
Lower self-esteem
When children consistently fail to reach their goals, they may start to doubt their abilities. This can lead to low self-esteem and a lack of confidence.
Mental health challenges
In some cases, demotivation can also lead to mental health problems, such as depression and anxiety.
What happens when motivation increases?
Increasing motivation in the classroom is critical to achieving favourable outcomes. They help to:
Motivation matters
In 2021/22, one in three children in the UK lived in poverty. That’s 4.2 million children.
Currently, an estimated 14.5 million people are living in poverty, which represents 22% of the population. Of these, 4.3 million are children.
76% of UK adults think that rising levels of poverty will lead to an increase in crime .
Three-quarters of the boroughs in London with the highest levels of violent offending are also in the top 10 most deprived , while the same boroughs also have higher proportions of children under 20 living in poverty than the London average.
8% more likely to be obese , 9% more likely to be of a low birth weight, 19% more likely to have bad dental health, and 12% more likely to have an accident than those in the rest of England.
The Children's Society states that?children living around debt are five times more likely to be unhappy than children who are not living around debt.
A study conducted by following participants over a 15-year period is the first to show that childhood poverty can cause significant psychological damage in adulthood. Children who grow up in poverty are likely to stay impoverished as adults.
Poverty, as shown in a longitudinal study, is significantly associated with an increase in type 2 diabetes incidence, delayed diagnosis of diabetes, and inadequate diabetes care and management.
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Motivation changes over time
“What does respect mean to you?” I asked a room of 10–13-year-olds.
The range of answers floored me. I wasn’t surprised though. They included:
The two most common words coming from a group of 10-year-olds were “love” and “kindness”. Belief and reputation were common amongst the 12- and 13-year-olds.
Adults often feel exasperated that some children are “lazy” or are not motivated. According to the OFSTED chief in the 2020 lockdown, “lazy children will be among the biggest losers of lockdown ”.
Calling children "lazy" is, in fact, a lazy excuse for not investigating why other activities hold greater priority that education. Yet, these same students seem to have an attention surplus in their hobbies and interests. And the motivating factors often change with age.
Why is this important to understand? You cannot motivate students of different ages and levels of development using the same approach. This is why you succeed with some students and fail with others.
Magical words?
There are two general types of motivation: intrinsic and extrinsic. For the intrinsic, it is an internal reward, while the extrinsic comes from outside of oneself. There is a lot of emphasis placed on extrinsic motivation, such as academic grades, career potential, salary levels, and even pleasing or appeasing parents.
Although a young person may have some inner drive, extrinsic motivation is frequently outside of their control. Unfortunately, there is less appreciation and understanding of intrinsic motivation. A young person who can exercise intrinsic motivation can leverage extrinsic motivation to their advantage.
Let me explain. Earlier this week, I delivered my segment of EmployabilityUK 's Motivation Reboot at Leicestershire a school. The students were selected for the daylong workshop because they were not as engaged with their education as they needed to be.
When I asked the students about their understanding of the word "respect", I rephrased the question.
“What matters most about respect...to you?”
The phrasing of the question is subtle but profound. Everybody knows or can find the dictionary definition of respect. This is not so important as their understanding of respect in their eyes. As I mentioned, their responses to the question is a telltale sign of how to engage with them.
Belief can translate to mean "someone who believes in me". Loving may mean "let me be loving or feel loved and cared for". Kindness may mean "don't be harsh or cruel in words or actions, but gentle towards me".
Engaging these students meant making them feel like they matter. Unless you're a therapist or psychologist, we can be blindsided by the missing pieces from young people's lives. This is why being a teacher is far more impactful and influential in the lives of young people.
The Consequences of Motivation to the Future
We are constantly exposed to negative news about the state of our towns/cities, regions and country. There are an infinite number of well-meaning people doing their best to make the world a better place. Yet, many towns and cities are in a mess.
Naming, shaming and blaming does not serve anybody. If you're so busy wasting valuable time, energy and resources finger-pointing, when will you ever have the wherewithal to do something about it?
Highly motivated young people are not victims of circumstance. Quite the contrary. Despite circumstances, they will find a way out of the mess and, often, forge a happy, successful and fulfilling life.
How do we get started?
Start from the place you're at now. Build it up from there.
For example, I am an experienced speaker, trainer, and writer. Currently, I deliver talks to schools and colleges either alone or in collaboration with individuals such as DAVID HYNER or organisations like EmployabilityUK . Through the power of LinkedIn and live events, I am connecting with influential bodies in the education space, regionally and nationally.
If you're a business owner, connect with leaders in the education space and begin a dialogue. Here's a great starting question:
How may I serve you?
If you're a leader from an education body or funding body, be willing to meet people who are immersed in the motivation of young people. You'll be surprised how much more impact you can make beyond what you are currently doing.
Realistically, IF we put our egos and agendas aside, bring the best version of ourselves to the table with the intention of serving, then we can change the state of education in regionally and nationally.
Thank you for reading.
#schools #students #youngadults #motivation #education #employability #childhoodpoverty #teachers #educators
Young Driver | Director of the Young Driver Foundation | Schools Liaison | MIAM
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