Helping all children become happy learners
Reward Systems
Introduction
Most schools use praise, recognition and rewards to encourage positive behaviour and engagement. These approaches work well for many children, but not for everyone. Some children may need an individual reward system that reflects their interests, abilities and level of understanding.
The reward must be genuinely meaningful to the child. This might include time using a computer, taking part in a preferred activity or playing a game outside. Some children also need to work towards a reward over a shorter and more manageable period, such as completing a task, participating in an activity or managing part of a session successfully.
A reward should be given as soon as reasonably possible after it has been earned. The adult should clearly explain what the child has done to earn it so that the connection between the agreed target and the reward is understood. Once earned, the reward should not be removed because of something that happens later.
Rewards must be earned
Within an agreed reward system, children should receive a reward when they achieve the clearly stated target. Giving the same reward when the target has not been met can weaken the connection between the behaviour and its outcome. Equally, a reward that has already been earned should never be taken away because of something that happens later.
If a child repeatedly fails to earn a reward, the target, timescale or reward may need to be reconsidered. Rather than allowing the child to “earn back” the original reward, agree a new and more achievable target with a fresh reward. This gives the child another opportunity to succeed without changing the original agreement retrospectively.
Differentiated reward systems
When a child has lost the opportunity to earn the main reward, they may feel that there is no longer any reason to recover or cooperate. A differentiated reward system provides alternative rewards for partial achievement or for successfully changing course after a difficult period. The targets and possible rewards should be agreed beforehand and displayed visually so that the child understands how the system works.
Each level should offer a different reward rather than simply more or less time doing the same activity. Differences in duration may not feel clear or meaningful, particularly for younger children or those who find the passage of time difficult to judge.
The highest reward remains linked to achieving the original target. A lower reward recognises something different: perhaps calming down, returning to an activity, repairing harm or making a more positive choice after an incident. This gives the child a worthwhile reason to recover without suggesting that the original target was fully achieved.
Use the child’s interests
Children are motivated by different things, so both the reward and the reward system should be meaningful to the individual child. A preferred activity may be more motivating than a standard classroom reward, while a chart connected to an established interest may encourage the child to engage with it.
Younger children may enjoy themes such as animals, space, vehicles, sport or imaginary characters. Older children may prefer a simpler and more discreet design without pictures or decoration. Some children may not want their reward chart displayed publicly at all.
Where possible, involve the child in choosing the rewards and designing the system. They might select the theme, colours, symbols or way in which progress is recorded. This can increase their understanding of the system and give them a greater sense of ownership.
Making reward systems effective
Reward systems can help children change particular behaviours when they are used consistently and fairly. They tend to work best when the child is involved in choosing a small but worthwhile reward and the target requires a clear, achievable change. The child should understand exactly what they need to do and how their progress will be recognised.
It is common for everyone to begin enthusiastically and then find the system difficult to maintain. Behaviour may improve gradually, with occasional setbacks, rather than changing immediately. Judge progress by whether the desired behaviour is happening more frequently or with less adult support, rather than expecting complete success from the beginning.
If there is little improvement, review whether the target is sufficiently clear and achievable, whether the reward remains motivating and whether the system is being used consistently. Once the behaviour becomes more established, the reward system can be gradually reduced or adapted to support the child’s next target.
