Student Motivation: Can't Do vs. Won't Do

5 Steps to Identify and Address Student Motivation

By Tracy Harrison

Step 1:

Document Task Performance History

Before assuming non-compliance, gather comprehensive evidence about the student's abilities. This step requires careful observation and documentation:

• Has the student successfully completed similar tasks before?

• Was the task completion consistent and fluent?

• Did they demonstrate mastery multiple times?

• Can they complete the task in different settings or with different people?

• Do they show consistent performance across similar assignments?

Remember: One-time success doesn't indicate reliable skill mastery. Look for patterns across multiple occasions and settings. Consider keeping a simple log of when and how the student completes similar tasks to identify any consistent patterns or triggers.

Step 2:

Conduct the Motivation Assessment

Ask yourself this key question: If offered a significant reward (like an all-day recess or homework pass), could the student complete the task? This theoretical question helps distinguish between ability and motivation.

Consider these detailed indicators:

• Would they complete it easily with proper motivation?

• Have they shown the ability when highly motivated?

• Does performance vary based on circumstances?

• Can they explain how to do the task but still resist doing it?

• Do they perform better with certain teachers or in specific settings?

If the answer is yes to most of these questions, you're likely dealing with a "won't do" motivation issue rather than a "can't do" skill deficit. However, remember that partial skills might exist – a student might be able to do parts of a task but still lack complete mastery.

Recommended Reading

Step 3:

Identify Motivating Factors

Understanding what drives student behavior is crucial for developing effective interventions. When students resist tasks, they're typically motivated by:

• Getting individual adult attention

• Escaping challenging work

• Gaining peer attention

• Avoiding peer interactions

• Accessing preferred activities

• Avoiding potential failure or embarrassment

Often, students combine motivators – for example, acting out to both escape work AND receive one-on-one teacher attention. The key is identifying which motivators are most powerful for each student and understanding how they interact.

Step 4:

Analyze Patterns

Thorough pattern analysis helps reveal both skill deficits and motivation issues. Look for consistent patterns in:

• When the resistance occurs (time of day, subject, activity type)

• What happens immediately before (transitions, specific instructions, peer interactions)

• What happens immediately after (teacher attention, peer reactions, task removal)

• Which tasks trigger resistance (difficulty level, length, subject matter)

• Which environments affect performance (group work, independent work, specific classrooms)

• How other adults handle similar situations with the student

• Whether patterns change with different supports or accommodations

Step 5:

Develop a Targeted Plan

For "Can't Do" (Skill Deficit):

• Break tasks into manageable steps

• Provide additional instruction and modeling

• Implement skill-building supports

• Track progress systematically

• Use visual aids and concrete examples

• Provide immediate feedback

• Celebrate small improvements

For "Won't Do" (Motivation Issue):

• Use identified motivators strategically

• Set clear expectations and consequences

• Establish consistent routines

• Create opportunities for success

• Build in choice and autonomy

• Implement token economies or reward systems

• Maintain firm but supportive boundaries

Why Proper Identification Matters

Understanding the difference between skill deficits and motivation issues isn't just about assessment—it's about preventing student frustration and failure. This distinction fundamentally changes how we approach intervention.

Consider this: You could offer an Olympic-level cash prize to someone who's never trained in gymnastics, but no amount of motivation will enable them to perform a perfect routine. Similarly, offering rewards to a student who lacks foundational skills can actually be harmful.

When we misidentify a skill deficit as a motivation issue, we risk:

• Increasing anxiety and stress

• Damaging self-confidence

• Creating negative associations with learning

• Masking the real issues needing attention

• Wasting valuable instructional time

The consequences of misidentification can have long-lasting impacts on both academic progress and emotional well-being.

Making It Work in Your Classroom

Remember that identifying "can't do vs. won't do" is your first step toward effective intervention. Once you understand whether you're dealing with skill deficit or motivation, you can implement targeted strategies that actually work.

Clear identification leads to:

• More effective interventions

• Better use of instructional time

• Improved student outcomes

• Reduced frustration for both teachers and students

• Increased student confidence and engagement

Success comes from matching your intervention to the actual problem. When we correctly identify the root cause of resistance, we can provide appropriate support that leads to real progress.

Looking for Support?

Contact INcompassing Education

For more Information on Motivating Students, we recommend:

Motivating Students Who Don't Care: Proven Strategies to Engage All Learners

by Allen N. Mendler (Linked below)

Motivating Students Who Don't Care