Positive Reinforcement & Addressing Student Hunger

As teachers, it’s easy to get swept up in the “latest” techniques and technologies, but often the simple, foundational ideas have the largest effect. These are the things that get embedded into the instructional environment and shape the context in which students learn. Two concepts that, for better or worse, never fail to transform a classroom—how we reinforce student behaviors and address student hunger—are as relevant now as ever.

Positive Reinforcement in The Classroom: Why It Works and How to Use It Effectively

Positive reinforcement, when students do the right thing, is a fundamental principle that creates a dynamic where students feel encouraged, motivated, and seen for their efforts. Based on my experience in the classroom (take that as you will), here’s why it seems compelling to me:

1. Boosts Morale and Self-Esteem: Recognizing students for their positive actions builds their confidence. When they see that their efforts are appreciated, they feel proud, and that pride drives them to keep up the good work.
    
2. Ties Positive Behavior to a Desired Outcome: When students know that positive behaviors lead to tangible rewards or recognition, they are more likely to repeat them.
    
3. Builds Confidence and Competence: By reinforcing students’ successes, I want students to develop confidence in their abilities. As students realize they have the power to affect their learning through effort and choices, they are more likely to take ownership of their academic progress and, hopefully, their choices.

The second of these points is particularly popular in Middle School where I teach. In my classroom, I’ve found some affordable rewards that help reinforce meeting classroom expectations, learning behaviors, and productive collaboration:

• Winnies: At just $1.99 for 50, these small incentives help recognize positive behavior without breaking the bank. 
• Airheads (Student Favorite): Students love these, and for $9.99, you get 60 pieces, which can last a long time!

These little things make a difference and reinforce the idea that hard work and positive actions matter. However, classroom incentives for boosting student morale or building student confidence are only a means to an end. Because, as we know, it’s not about the candy or prizes, and you don't want to become reliant on them.

Extrinsic vs Intrinsic Motivation

One common concern with positive reinforcement is that it can lead to students becoming reliant on external rewards rather than developing intrinsic motivation. In other words, will students continue to behave well or work hard if the rewards disappear?

Research suggests that extrinsic rewards can be effective for establishing desired behaviors, especially in younger or less experienced learners. However, over time, educators should gradually shift focus toward intrinsic motivators, like the satisfaction of learning itself or the pride that comes from mastering a new skill. The goal is to help students see that their effort matters, even without an immediate tangible reward.

For instance, small, affordable rewards like the ones I use in my classroom are just one part of the equation. While they serve as short-term incentives, the long-term goal is to help students internalize positive behavior as something valuable in itself. A thoughtful balance of extrinsic and intrinsic motivation ensures that students are not just working for the reward but also for the joy of the learning experience and personal growth.

Students Can’t Learn When They’re Hungry

It’s Maslow’s Hierarchy of Needs folks—students can't focus on learning when they’re hungry. In fact, you’d be hard pressed to find anyone who can. Hunger can be one of the biggest obstacles to learning, particularly for students from low-income backgrounds who may be considered food insecure.

The US Department of Agriculture (USDA) defines four levels of relative food security:

High food security*—*Households had no problems, or anxiety about, consistently accessing adequate food.

Marginal food security—Households had problems at times, or anxiety about, accessing adequate food, but the quality, variety, and quantity of their food intake were not substantially reduced.

Low food security—Households reduced the quality, variety, and desirability of their diets, but the quantity of food intake and normal eating patterns were not substantially disrupted.

Very low food security—At times during the year, eating patterns of one or more household members were disrupted and food intake reduced because the household lacked money and other resources for food.

A 2023 survey conducted by the US Department of Commerce and Bureau of the Census found that 13.5% of US households (18 million people) were food insecure (meaning they either had low or very low food security).

To carry these statistics out to households with children, we find that 7.2 million children lived in food insecure households with some variance between adult and child food insecurity.

In the classroom, these issues often manifest as difficulty focusing, irritability, or acting out. As educators, it’s essential to recognize that what might seem like negative behavior could be rooted in unmet basic needs. Providing snacks for students who need them isn’t just about alleviating hunger; it’s about removing a barrier to learning and reducing classroom disruptions caused by food insecurity.

Teachers can also see how to collaborate with existing school programs that provide meals to ensure students have access to nutritious food throughout the day. This can reduce the reliance on snacks and help address hunger more systemically. Because while I keep a stock of fruit snacks and cereal bars in my class, this issue goes beyond any single classroom and requires a coordinated response.  

At first glance, positive reinforcement and addressing student hunger might seem like separate issues, but they share a common thread: both address fundamental needs that must be met for students to thrive in the classroom. By understanding the foundational concepts that make up your classroom, you can create a balanced and supportive learning environment that allows all students to thrive. The key is to approach the challenges of the class with empathy, recognizing that students perform best when their physical and emotional needs are met.