Fostering Pupil Motivation and Engagement

Ambition Institute have recently published Achieve and Thrive: A Research-Based Guide to Pupil Motivation and Engagement, authored by Steve Farndon, which is based on what academic research reveals about pupil motivation and engagement.

The report addresses a critical challenge for UK schools; how to enhance student motivation and engagement in the wake of declining attendance and wellbeing since the COVID-19 pandemic. The Government has defined achieving and thriving as complementary goals for education. Research supports this dual approach, highlighting that motivation, engagement, and success are mutually reinforcing. Engaged pupils not only perform better academically but also attend more consistently and are less likely to engage in risky behaviours.

Motivation, the internal drive to start and sustain effortful tasks, can range from intrinsic (acting for enjoyment or interest) to extrinsic (acting for rewards or avoidance of penalties). While intrinsic motivation is ideal, external regulation is often necessary for disengaged pupils. The guide stresses the importance of helping students progress from amotivation to more internalised and self-determined forms of extrinsic motivation, such as identified regulation (valuing an activity) or integrated regulation (aligning tasks with personal identity).

The report underscores three core psychosocial needs pivotal for motivation:

1. Competence: Pupils need to feel capable and experience success, particularly in challenging but achievable tasks. Strategies include avoiding early failure through scaffolding and creating opportunities for mastery.
2. Relatedness: A sense of belonging within the school community is crucial. Teachers can foster this through meaningful interactions, peer collaboration, and recognising students’ individuality.
3. Autonomy: Pupils thrive when they feel a sense of ownership over their learning. This involves providing rationales for tasks, presenting learning with their perspectives in mind, and encouraging agency.

There are three key areas for implementation in schools to develop this motivation:

1. Safe, Predictable Environments: Consistent behavioural expectations and routines are foundational. Clear rules, coupled with proactive behaviour support, fosters a calm learning environment where students feel secure.
2. Beyond External Regulation: While rules and rewards are essential, schools should aim to reduce reliance on external motivators by gradually fostering internalised motivation through meaningful engagement.
3. Teacher-Student Interactions: The guide highlights the importance of teacher-pupil relationships in enhancing motivation. Greeting students by name, celebrating successes, and addressing challenges collaboratively are simple yet impactful practices.

Improving teacher-pupil interactions requires ongoing professional development. Training should focus on helping teachers understand and apply self-determination theory in practical ways. This ensures educators can adapt their approaches to meet the diverse needs of their pupils, fostering both engagement and wellbeing.

Creating an environment where pupils achieve and thrive requires a holistic approach that balances structure with support for competence, relatedness, and autonomy. By integrating these evidence-based insights, schools can build a culture of engagement and success that benefits every child.