Key insights

• There is a third drive, intrinsic motivation, that powers learning and creativity (p2 to p8) – Harlow and Deci showed that people engage deeply because the task itself is rewarding, not just for pay or to avoid punishment. This drive is fragile, it needs the right environment to flourish.
• Carrots and sticks often backfire in complex work (p29 to p31, p39 to p46) – External, expected, if then rewards narrow focus, reduce creativity, and can slow problem solving, as in the candle problem. They help when tasks are simple, they hinder when tasks demand insight and judgement.
• The Sawyer Effect, rewards can turn play into work (p36 to p39) – When children expected certificates for drawing, their interest dropped later. Expected rewards can crowd out curiosity and joy, which matters for classrooms and CPD design.
• Extrinsic incentives can reduce pro-social behaviour and invite shortcuts (p47 to p55) – Paying for blood donations lowered donations, fines at a nursery reduced punctuality, and hard targets can encourage gaming. When the reward becomes the point, people choose the quickest route.
• Use rewards carefully, prefer “now that” to “if then” (p61 to p68) – For routine tasks, small incentives can help, especially if you explain the why, acknowledge the dullness, and offer autonomy over method. For creative tasks, keep compensation fair, give unexpected recognition after the work, and focus feedback on effort and strategy.
• Motivation 3.0 runs on autonomy, mastery, and purpose (p72, p92 to p106, p110 to p127, p133 to p141) – Give people autonomy over task, time, technique, and team. Build mastery through Goldilocks tasks, deliberate practice, and a growth mindset. Connect daily work to a meaningful purpose that matters beyond targets.

Links to the 54 behaviours

• S6: Focus on the main thing, aligns with removing distracting incentives and keeping attention on learning, teaching quality, and culture.
  
• S10: Sustain change, matches building systems that nurture autonomy, mastery, and purpose over time.
  
• S9: Leverage marginal gains, connects to deliberate practice, frequent feedback, and small, continuous improvement.
  
• S11: Break through limits, reflects replacing control with trust, experimentation, and a growth mindset.
  
• C3: Establish routines, supports regular feedback, Goldilocks tasks, and predictable practice that strengthen mastery.
  
• L1: Lead by example, leaders model purpose, give informational feedback, and avoid performative incentives.
  
• T7: Hold meetings for impact, use meetings to set learning goals people co-own, review progress, and celebrate “now that” achievements.
  
• Y9: Build habits that last, intrinsic motivation and mastery habits create durable behaviour change.
  

Potential actions for school leaders

• Audit incentives, identify where points, prizes, or sanctions are driving short-term compliance, and replace them with clear purpose, choice, and informational feedback.
• Redesign CPD around practice and create Goldilocks tasks. Goldilocks tasks are tasks that are set at just the right level of challenge, not too easy, not too hard, so they stretch someone a notch beyond their current ability without overwhelming them. They are designed to trigger focus and engagement, often referred to as the flow state, which is where people learn most effectively and feel the most motivated. Give opportunities to rehearse, give specific feedback on process, then revisit within a week.
• Increase autonomy, let teams choose the method to meet agreed outcomes, offer choice over tasks, time blocks, technique, and team.
• Shift to “now that” recognition, after great work, offer genuine praise and concrete feedback, and avoid announcing rewards in advance.
• Build purpose into daily rhythms, open meetings with the why, and connect routines and assessments to the school’s mission to serve pupils.

Why it matters

Drive clarifies why control-heavy systems rarely deliver lasting excellence in schools. It shows that people do their best work when they have meaningful freedom, a clear path for improvement, and a purpose they genuinely believe in. That aligns closely with the Everyone Succeeds framework, particularly in terms of habits, routines, and disciplined improvement. Move from compliance to engagement, and the gains become both deeper and more durable.

Favourite quote

“In education systems tilted toward standardised tests, grades, and “if-then” rewards, students often have no idea why they’re doing what they’re doing. Turn that around by helping them glimpse the big picture. Whatever they’re studying, be sure they can answer these questions: Why am I learning this? How is it relevant to the world I live in now?” (P179)

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