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Ross Morrison McGill founded @TeacherToolkit in 2007, and today, he is one of the ‘most followed educators’on social media in the world. In 2015, he was nominated as one of the ‘500 Most Influential People in Britain’ by The Sunday Times as a result of…
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How can teachers use the brain’s reward system to boost learning?
The brain’s reward system, driven by dopamine, influences motivation, learning, and behaviour. Understanding how it works can help teachers create engaging lessons that reinforce positive habits and academic success.
How does the reward system shape learning?
We all remember those moments in the classroom, watching a reluctant student finally crack a tough problem. In that moment, they see how their idea can come to life, their whole demeanour changes—eyes lighting up, and their posture straightens. That wasn’t just confidence; it was dopamine in action, reinforcing learning in real time.
“We know from observation that normally individuals seek out activities which bring them pleasure” (Norden, 2007).
The reward system is the brain’s built-in mechanism for reinforcing behaviours that bring pleasure and satisfaction. It is primarily driven by dopamine, a neurotransmitter released when we experience something rewarding.
When students succeed, receive praise, or complete a challenging task, dopamine is released, reinforcing learning and making them more likely to repeat the behaviour.
Studies show that natural rewards like social interaction, achievement, and recognition activate the same neural pathways as artificial rewards like sugar or even addictive substances. This explains why students respond so strongly to feedback and incentives. When teachers leverage feedback and rewards effectively, they can make learning more engaging and memorable.
Why? Well, motivation is a critical factor in student success, and neuroscience proves that the reward system plays a key role. When dopamine is released, it not only makes students feel good but also strengthens neural connections, improving retention and problem-solving skills.
Without a properly engaged reward system, students can become disengaged, leading to low motivation and underachievement. This is particularly relevant in schools where students face challenges such as lack of confidence or prior negative experiences with learning. By understanding how rewards impact the brain, teachers can create conditions where students feel encouraged and capable.
Crucially, over-reliance on extrinsic rewards (stickers, prizes, or excessive praise) can be counterproductive. Research suggests that balancing intrinsic motivation—helping students value learning for its own sake—is key to long-term success.
Practical strategies to boost student motivation
Teachers can harness the power of the brain’s reward system in practical ways:
- Use immediate, specific praise. Instead of generic comments like “Well done,” focus on effort and achievement: “Your analysis of this poem shows great insight into the writer’s intent.”
- Create challenge and curiosity. Dopamine is released when students solve problems or make discoveries. Present learning as a puzzle, rather than just information to memorise.
- Incorporate gamification. Leaderboards, progress tracking, and ‘unlocking’ new content can make learning feel more rewarding.
- Encourage peer feedback. Social interaction activates reward pathways. Let students acknowledge each other’s achievements.
- Build a sense of progress. Small, frequent successes trigger dopamine. Break tasks into manageable steps so students experience regular achievement.
Reflections questions for teachers:
- How often do students receive meaningful, specific praise in lessons?
- Are classroom rewards fostering intrinsic motivation, or reliance on external incentives?
- How could small, frequent successes be built into lesson planning?
- What role does curiosity play in engagement levels across different subjects?
- How can peer recognition be encouraged in a way that feels authentic?
- Could gamification techniques help increase participation in challenging subjects?
- Are students aware of their own progress and achievements?
- How does classroom culture impact students’ willingness to take risks in learning?
- What barriers might prevent students from experiencing a sense of reward in learning?
- How might different students (e.g. neurodivergent learners) respond differently to reward-based strategies?
The research concludes:
Chocolate and exercise are two things that have been found to stimulate the endogenous reward system. One is extrinsic and the other is intrinsic. What various activities [could] you engage in [the classroom to support the] reward system?
Grab your copy of this research to understand the details.
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