What Motivates Students and Teachers? Here’s What I Found Out
My name is Korbyn Sheppard. I go to a High School in California, and I’ve been there for three years. Lately, they have let me start doing internships instead of the regular school schedule to support project based learning.
Through these internships, I’ve been able to connect with people, do real work, and learn skills like time management, project management, and research that matters to me. One part of my internship is working with See Change Consulting, where I’m researching how relationships affect learning in school. I talked to both students and teachers, and I want to share some of what I found.
What Students Said
One thing that really stood out to me is how much students look up to people with a strong work ethic and consistency. Like, if someone’s always working and showing up with a positive attitude, it rubs off.
“He’s always got a smile on his face, so I try to be like that too.”
Students also said having friends who support them is huge. When school gets tough or boring, having friends to hang with during breaks or people to talk to makes a big difference. But if relationships get stressful or there’s drama, that can kill motivation.
Also, a lot of students don’t like long, boring lectures or just doing worksheets all day. They want hands-on stuff, classes where they can actually interact and learn by doing. Listening to music while working helps some students focus better too.
Deadlines and not wanting to be late with assignments were a big motivator, along with the pressure of wanting to impress people around them.
Students also talked about how starting school later in the day would make a huge difference because they feel tired in the mornings and they even look forward to days when they get out of school an hour early.
What Teachers Said
Teachers gave some pretty interesting perspectives too. They talked about how important it is for everyone to succeed—not just individual students, but the whole school community.
But they also mentioned how sometimes bureaucracy or confusing rules get in the way and make it harder to do their jobs or support students well.
Leadership was a big deal for teachers. They said having strong, supportive leaders at the top helps set the tone for the whole school. Teachers want to be able to do their jobs with some independence, but also want more team building so people feel connected.
Honesty and accountability were important for teachers, especially trusting their coworkers and feeling like people are genuinely committed to their work.
How Students and Teachers See Things Differently and Similarly
Theme
Students’ View
Teachers’ View
Overlap & Insights
Relationships & Trust
Peer and supportive friendships are key motivators
Dependable colleagues and honesty drive motivation
Both value trustworthy, supportive relationships
Fairness & Individualization
Desire for nuanced, fair treatment in schools
Want leadership to support fairness and clear communication
Both see fairness as critical, but teachers highlight systems and leadership’s role
Autonomy & Collaboration
Autonomy in learning and motivation is vital
Need balance between independence and team building
Both groups see autonomy important, teachers add team dynamics
Leadership & Culture
Students want supportive and flexible environments
Leadership at the top shapes culture and motivation
Teachers emphasize leadership’s critical role more explicitly
Demotivators
Boring lectures, toxic peers, stress from relationships
Bureaucracy and lack of clarity
Both identify systemic barriers but focus differs
Engagement Strategies
Hands-on learning, music, flexible environments
Commitment, meaningful feedback, and clear communication
Engagement is multifaceted, blending student choice and teacher support
What I Think Schools Should Do
Based on what I heard from both students and teachers, motivation in school isn’t just about telling students to work harder or teachers to manage classrooms better. It’s about:
Having real relationships and people who support each other.
Giving students some control over how and when they learn.
Having leaders who actually listen and make changes that help everyone.
Balancing freedom with teamwork for both students and teachers.
Making school more interesting and interactive instead of just lectures and packets.
What This Means for Schools
The insights from students and teachers together tell us:
Motivation is not a fixed trait—it’s a dynamic response to environment and relationships.
Leadership matters. School leaders set the tone that trickles down to classrooms and staff morale.
Autonomy and connection are not opposites. Both students and teachers need freedom and supportive relationships to thrive.
Fairness is complicated. Students want individualized fairness, while teachers want systemic clarity and support.
Final Thoughts
Motivation isn’t something you’re just born with it’s shaped by everything around you. When students and teachers feel respected, supported, and trusted, school doesn’t have to be something you have to sit though. It can be a place where people want to learn and work hard.
I’m grateful for this chance to learn about this stuff firsthand. It’s helping me understand what real motivation looks like, and it’s showing me what kind of environment I want to be part of.
Thanks for reading.
— Korbyn Sheppard