Why Rewards Matter.

 

There's a strange stigma surrounding rewards in education—especially material rewards—when it comes to older students. It's like we collectively decided that offering tangible incentives somehow diminishes intrinsic motivation or encourages superficial behaviours. Yet, think about it: younger children routinely receive gold stickers and smiley faces for positive behaviour, and as adults, we're often motivated by monetary compensation, status, or prestige. Why then, in the middle, particularly with teenagers and secondary school students, do we become so hesitant?

 

Here's what neuroscience tells us: rewards, when used thoughtfully, trigger specific emotions that release neurochemicals critical to strengthening memory and deepening learning. Simply put, a reward that genuinely excites a student isn't just indulgent—it's neurologically beneficial. Yet education often hesitates to leverage this insight, even as we struggle against shrinking attention spans and increasing demands for instant gratification elsewhere in society.

 

What if, instead, we approached rewards strategically? Start with immediate gratification for specific values and behaviours—not vague praise, but clearly defined actions that build character and emotional resilience. Then, gradually shift toward delayed gratification. Think of it like building a muscle: instant rewards are your first reps, creating enthusiasm and momentum, and delayed rewards add layers of discipline, maturity, and reflective growth.

 

In our own program, we've started applying rewards thoughtfully—making them gamified, collectible, even tying them into financial literacy. Far from superficial, this approach encourages students to deeply experience concepts of value, motivation, and ultimately, personal growth. Crucially, reflection is built into the process, which is especially powerful when based on lived experiences. An adult simply cautioning a young student about potential materialism or superficiality won't be nearly as effective as allowing students to experience these rewards first-hand, and then reflect on them. This lived experience creates genuine understanding of the nuances—that material rewards aren't inherently wrong to appreciate, but there’s greater depth and meaning beyond them.

 

So, I'm genuinely curious: how do you think we got here? Why are we so wary of rewards in education, and do you think it's time we revisited this with fresh eyes? I'd love to hear your thoughts.