The Magic Behind Kids Loving School

1.0 Introduction 

At Lead For Ghana, we believe that student motivation is a critical factor in improving educational outcomes and addressing challenges in the educational system. When students attend school regularly and are eager to learn, their chances for success increase. 

In our work, we are always looking for ways to foster student motivation for learning in our schools and in the classroom. Understanding what drives students to attend school daily can inform policies and interventions. This blog explores some of the key motivational factors and inspires actionable solutions to foster consistent attendance and enthusiasm for learning.

To uncover the secret ingredients that make school a place of joy and excitement, Lead For Ghana launched an online survey, inviting the general public to take a nostalgic trip back to their school days. We asked a simple yet powerful question: What motivated you to wake up every morning and head to school? Respondents were given the chance to select their top three reasons, allowing us to capture a diverse range of experiences and perspectives. With 460 responses, the survey brought forth a tapestry of personal experiences, revealing the diverse yet deeply relatable reasons that made school more than just a place of learning. To deepen our understanding, we conducted an extensive literature review, drawing insights from global research to validate and enrich our findings. Through this, we hope to uncover the “magic” behind school motivation and inspire strategies that can rekindle that same love for learning in today’s generation.

2.0 Findings

The survey results, illustrated in the diagram below, highlight the top three most powerful and inspiring factors that fueled respondents’ enthusiasm for school during their formative years. These "magical motivators" were the driving forces that made them eagerly dress up, grab their school bags, and set off each morning with a sense of purpose and excitement.

2.1 Opportunities for personal growth and future goals

The survey results indicate that 51.75% of respondents were primarily motivated to attend school by opportunities for personal growth and future goals. This suggests that students perceive education as a gateway to success, career aspirations, and self-improvement, reinforcing the importance of aligning school experiences with real-world opportunities and future ambitions. One respondent stated: 

“For me, pursuing education has always been about personal growth and future goals. I've always been driven to learn and improve myself, and education has provided me with the tools and opportunities to do so. ”

When students can connect their academic experiences to future aspirations, their intrinsic motivation increases, leading to sustained commitment to school (Eccles & Wigfield, 2020). This connection between education and long-term goals fosters resilience, especially in students facing socioeconomic challenges, as they view education as a means of upward mobility (Yeager & Dweck, 2012).

Programs that align educational experiences with students' long-term career and personal development goals have been shown to enhance student engagement and reduce absenteeism (Galla et al., 2014). Career and technical education programs, for example, provide students with hands-on learning opportunities that directly relate to their desired professions. Kemple and Snipes (2000) also found that students enrolled in career academies exhibited higher attendance rates and were more likely to graduate than their peers in traditional academic settings. 

In addition to structured programs, goal-setting interventions play a crucial role in reinforcing students' commitment to education. Students who set specific, achievable academic and career goals demonstrate higher levels of persistence and attendance (Schunk & Zimmerman, 2012, Lent et al., 2017). Fostering opportunities for personal growth within educational settings is crucial in ensuring consistent student attendance. Schools should integrate career exploration, mentorship, and goal-setting strategies to enhance student motivation and create meaningful connections between education and future aspirations.

2.2 Friendships and social interactions

Almost half (49.23%) of respondents were motivated to attend school because of friendships and social interactions. This highlights the crucial role of peer relationships in fostering a sense of belonging, emotional support, and enjoyment in the school environment, reinforcing the need for schools to promote inclusive and engaging social experiences. A respondent stated: 

“Most of my friends were students, so when I don't go to school I feel bored because there's no one to play with”

Strong peer relationships contribute to a sense of belonging, which in turn fosters higher levels of school attendance and academic achievement (Wentzel, 2017). Friends provide emotional and academic support, help reduce stress, and create a positive association with the school environment, encouraging students to attend regularly (Ansong et al., 2017, Ryan & Shin, 2018). Students who feel socially connected to their peers are more likely to be actively engaged in classroom activities and less likely to experience feelings of isolation, which can contribute to absenteeism (Hamm & Faircloth, 2005). This is especially relevant for students in marginalized or at-risk groups, for whom social support serves as a protective factor against disengagement and dropout (Freeman et al., 2019).

Collaborative learning environments further strengthen social bonds among students by fostering teamwork, communication, and shared academic goals (Slavin, 2015). When students work together in cooperative settings, they develop a sense of responsibility toward one another, which can enhance their motivation to attend school (Johnson & Johnson, 2009). Schools that actively promote peer collaboration through group projects, extracurricular activities, and mentorship programs report lower absenteeism rates and higher student retention (Juvonen et al., 2019).

2.3 Parental or family encouragement

The survey results indicate that 33.48% of the survey respondents were motivated to attend school due to parental or family encouragement. This underscores the vital role families play in shaping students' educational commitment. Supportive parents and guardians instill discipline, emphasize the value of education, and create a learning-focused home environment, fostering consistent school attendance.

Parental support for students’ education has a positive correlation with the children’s behavior in school, especially with their attendance and performance in school. Teachers are also more likely to pay more attention to students of parents who are active in their ward’s education (Ansong et al., 2017). Encouragement from other family members can also be a motivating factor for students to attend school. One respondent’s inspiration came from seeing their sibling in school:

“My brother inspired me to go to school. Growing up, I was known to be taking care of animals in the house, one day I got inspired because my brother could count 1 up to 10, so I thought - let me also go and learn that something”. - Respondent

Parental encouragement in education is also influenced by their value for education (Donkor, 2010). Parents with a better understanding of the role of education in shaping their children’s futures are more likely to be engaged in their children’s education. And when the children begin to appreciate the value of education on their own, they become more diligent in attaining academic excellence. The two quotes from respondents show how parents’ views on education motivate students to do well in school: 

 “My father always told my siblings to never settle for less. He said we can become successful people through education”. - Respondent

 “My parents, in particular, have always emphasized the importance of education and have supported me every step of the way. Their guidance and belief in me have given me the confidence to pursue my goals and dreams.” - Respondent

Parents who value education are also willing to financially invest in their children’s education, sometimes at the expense of other luxuries. And children who see their parents struggle to put them through school are encouraged by their parents’ sacrifice to work hard in their studies in order to be successful in future. One respondent stated that  “the amount of fees their parents paid” was a strong motivator to attend school every day. Another respondent was motivated by the desire “to make [their] mum proud because she was all [they] had, along with [their] sister”.

It should be noted, however, that when parental encouragement turns into intense pressure from parents on their kids, it can negatively affect their emotional engagement in the school (Ansong et al., 2017).  As such, parents need to find an optimum balance where parental support and encouragement positively enhance both behavioral and emotional engagement in their children.  

2.4 A particular teacher

The survey results indicate that 25.87% of respondents were motivated to attend school because of a particular teacher. This highlights the profound impact of educators who inspire, mentor, and connect with students on a personal level. Passionate, supportive teachers create engaging learning experiences, fostering enthusiasm and a strong desire to attend school regularly.

Teachers play a critical role in shaping students' motivation and commitment to school. When students perceive their teachers as supportive, caring, and invested in their success, they feel valued and supported and are more likely to feel connected to the school environment, reducing absenteeism and increasing academic persistence (Roorda et al., 2011; Quin, 2017). For one respondent, “[their] teachers were so invested in [their] attendance that [the teachers] would personally visit [the respondent’s] home if [they] missed a single day of school.” This emotional connection is particularly crucial for at-risk students, as it serves as a protective factor against disengagement and dropout (Pianta et al., 2012). 

Effective instructional strategies also contribute to student attendance. One respondent exemplifies this:

“I had one class teacher who always found ways to teach complicated topics with ease. Aside from that, he used to give gifts every week for the most active and productive students.” - Respondent

Teachers who employ engaging, student-centered pedagogies—such as active learning, collaborative projects, and real-world applications—enhance student motivation and attendance rates (Fredricks et al., 2004). When students find lessons meaningful and relevant, they are more likely to attend school consistently (Wentzel, 2012). Finally, high teacher expectations and constructive feedback positively influence student self-efficacy and motivation, leading to greater attendance (Jussim & Harber, 2005). Teachers who set clear academic and behavioral expectations while offering consistent encouragement help students develop resilience and accountability in their educational journey (Good et al., 2018). 

Overall, fostering positive teacher-student relationships is a key strategy for improving student attendance and student performance. These mentorship relationships provide additional layers of support, especially for students from disadvantaged backgrounds (Allen et al., 2013). Schools should prioritize professional development programs that equip teachers with strategies for fostering engagement with students and culturally responsive teaching methods. By doing so, educators can create a positive, inclusive learning environment where students feel motivated to attend and succeed.

2.5 A specific subject or topic of interest

The survey results show that 24.40% of respondents were motivated to attend school due to a specific subject or topic of interest. This suggests that when students find certain subjects engaging or aligned with their passions, they develop a natural curiosity and enthusiasm for learning, reinforcing the importance of student-centered and interest-driven education.

Students exhibit higher levels of engagement, cognitive investment, and persistence in learning when they are passionate about a specific subject (Fredricks et al., 2004; Eccles & Wigfield, 2002). This intrinsic motivation, often driven by personal interest or perceived future utility, fosters consistent attendance and academic achievement (Schiefele, 2009). Additionally, research has shown that a lack of interest in the curriculum is a key predictor of absenteeism and school dropout (Korpershoek et al., 2019). Boredom and disengagement with school subjects often lead to decreased motivation, contributing to increased absenteeism (Finn, 1989). Conversely, schools that provide students with opportunities to explore their academic interests—such as elective courses, project-based learning, and interdisciplinary studies—report lower absenteeism and higher student satisfaction (Shernoff et al., 2016).

Teachers play a critical role in fostering subject interest by using innovative pedagogical techniques such as inquiry-based learning, real-world applications, and student-centered approaches (Harackiewicz et al., 2016). By connecting academic content to students' interests and career aspirations, educators can cultivate sustained engagement and encourage regular school attendance.

2.6 Extracurricular activities (sports, clubs, etc.)

The survey results indicate that 20.44% of respondents were motivated to attend school because of extracurricular activities such as sports and clubs. This highlights the importance of non-academic engagements in fostering school enthusiasm. These activities provide students with opportunities for teamwork, leadership, and personal development, making school a more enjoyable and fulfilling experience.

Structured activities (e.g., school clubs) and unstructured activities (e.g., hanging out with friends, attending social gatherings, etc.) that students partake in outside of school hours influence students’ engagement and performance in school. Extracurricular activities offer students who struggle academically a chance to explore their talents, build confidence, and contribute to their school and future careers. These activities foster a sense of purpose, belonging, and fulfillment, motivating students to stay engaged in education while developing essential skills for personal and professional growth. As one respondent indicated, students see participation in these extra-curricular activities as opportunities to spend time with friends outside the classroom. 

Parents, teachers, and school leaders should therefore provide guidance to students to ensure that they are engaged in appropriate activities outside of school hours to positively impact their education (Turkson et. al., 2021). They can also leverage these extracurricular activities as motivators to bring children to school.

2.7 The overall school environment

Only 18.34% of respondents considered the overall school environment as a key motivator for attending school. This suggests that while a positive school climate is important, students may prioritize personal growth, friendships, and extracurricular opportunities over the general atmosphere. Schools should enhance learning spaces to foster greater student engagement.

A positive school climate is a strong predictor of student attendance. Schools that foster inclusivity, safety, and emotional support experience lower absenteeism rates and improved academic success (Thapa et al., 2013, Balfanz & Byrnes, 2012). The structural and organizational aspects of a school play a critical role in shaping attendance patterns. For example, small class sizes, consistent disciplinary policies, and engaging curricula have been linked to improved student retention and lower absenteeism (Finn & Rock, 1997). Schools that integrate restorative practices rather than punitive disciplinary measures also report lower suspension rates and higher student participation (Gregory et al., 2016). Finally, school policies that prioritize student well-being and implement interventions addressing safety concerns, such as anti-bullying programs and social-emotional learning initiatives, contribute to a more inclusive and engaging environment (Hendron & Kearney, 2016; Osher et al., 2018).

Thus, cultivating a positive school climate is not only beneficial for student attendance but also essential for academic success and overall well-being. Schools should implement evidence-based strategies to enhance inclusivity, improve safety, and foster meaningful teacher-student relationships to minimize absenteeism and maximize student potential.

3.0 Conclusion

The findings from this research highlight the profound and diverse factors that inspire students to attend school. From the pursuit of personal growth and future aspirations to the joy of friendships, family encouragement, inspiring teachers, and engaging extracurricular activities, it is evident that motivation is deeply personal and multifaceted. While the overall school environment was ranked the least among motivators, it remains a crucial element in shaping students' experiences and engagement in learning.

This research reaffirms that education is more than just academics—it is about creating meaningful connections, fostering curiosity, and building an environment where students feel valued and empowered. By understanding these motivational drivers, schools, educators, and policymakers can design interventions that make learning more relevant, engaging, and fulfilling for all students.

At Lead For Ghana, we remain committed to shaping education systems that nurture student motivation and ensure that every child experiences the “magic” of loving school. By leveraging these insights, we can create learning environments that not only encourage attendance but also inspire lifelong learners, critical thinkers, and future leaders. The journey to transforming education starts with understanding what truly makes students excited to learn, and this research is a crucial step in that direction.

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