Using praise to build motivation and follow through

Key Takeaways

Audience Spotlight: Supporting Neurodivergent Learners with Praise

Many parents of neurodivergent high school students wonder how to help their teens feel more motivated and stick with challenging tasks. Neurodivergent learners, such as those with ADHD, autism, or learning differences, often face extra hurdles in school and daily life. These students might struggle to stay organized, complete assignments, or believe in their abilities, especially if they have experienced setbacks in the past. Using praise to build motivation and follow through offers a warm and supportive pathway for your child to recognize their strengths and celebrate progress. By understanding your teen’s unique needs and using praise thoughtfully, you can help them develop greater confidence and persistence.

Definitions

Positive reinforcement means encouraging a behavior by offering a reward or acknowledgment after the desired action. In this context, praise is a type of positive reinforcement that highlights effort, progress, or achievement to help motivate your child.

Motivation is the drive or desire to complete a task or pursue a goal. For neurodivergent learners, motivation can fluctuate, so building it up with praise is especially helpful.

Why Using Praise Matters for High School Neurodivergent Learners

High school is a time of growing independence, increased academic demands, and shifting social dynamics. Neurodivergent students often experience self-doubt, frustration, or anxiety as they try to meet expectations. Experts in child development note that positive reinforcement, such as using praise to build motivation and follow through, can shift a student’s mindset from focusing on struggles to recognizing growth and capability. When praise is delivered in ways that feel authentic and meaningful, it helps teens believe in themselves and their ability to handle challenges.

Many teachers and parents report that students who receive regular, specific praise for their effort and persistence are more likely to keep trying, even after setbacks. Praise is not about ignoring difficulties but highlighting progress, no matter how small. For example, acknowledging that your child started an assignment early, even if it is not finished, shows you see their initiative. This builds momentum and opens the door for more consistent follow-through.

Praise Strategies for High School Students: What Works Best?

As your teen navigates high school, using praise to build motivation and follow through becomes an essential parenting tool. Here are some praise strategies for high school students that can make a real difference, especially for neurodivergent learners:

• Be specific and genuine: Instead of saying “Good job,” try, “I noticed you used your planner to break down your science project. That’s great organization!”
• Focus on effort, not just results: Highlight the process, such as starting early, asking for help, or sticking with a tough problem. “I’m proud of how you kept working on that essay, even when it felt overwhelming.”
• Celebrate progress and small wins: Recognize steps toward a goal, not only the final outcome. “You made a plan to study for your test, and you followed it this week. That’s real progress.”
• Connect praise to values and strengths: Link your feedback to qualities you want your child to develop, like persistence, curiosity, or responsibility. “You showed real responsibility by reaching out to your teacher for extra help.”
• Offer praise privately or publicly, based on preference: Some teens prefer quiet, one-on-one praise, while others enjoy being recognized in front of family. Ask your child what feels best for them.
• Balance praise with encouragement: Combine praise for what your teen has done with gentle encouragement for next steps. “You finished your math homework on time. I know you can tackle the reading assignment, too.”

By weaving these praise strategies into everyday conversations, you help your neurodivergent teen build motivation and develop habits that support follow-through.

How Can I Use Praise When My Teen is Struggling?

It is natural for parents to feel unsure about how to use praise when their high schooler is having a hard time. Maybe your child is missing assignments or seems discouraged by setbacks. In these moments, using praise to build motivation and follow through means looking for specific actions or choices your teen is making, rather than waiting for perfect results. For example, you might say, “I saw you opened your textbook and started reading, even though you were tired. That shows determination.”

Praise can also be paired with empathy. Try acknowledging the challenge and then highlighting the positive: “I know starting this project was tough for you, but you took the first step. That matters.” This helps your child feel seen and supported, not judged.

If your teen rejects praise or shrugs it off, do not give up. Some neurodivergent students worry that praise means they should always be perfect. Reassure your child that effort, not perfection, is what counts. Over time, your steady, honest praise will help them internalize a more positive view of their abilities.

Building Confidence with Positive Reinforcement: High School Guide

Confidence is not just about believing you can succeed; it is about knowing you can keep trying, even after a setback. For high school neurodivergent learners, using praise to build motivation and follow through is one of the most effective ways parents can nurture lasting confidence.

• Model self-praise: Share times when you recognize your own effort or progress. For example, “I had a hard day at work, but I am proud that I stuck with it.”
• Encourage self-reflection: After a challenge, ask your teen what they are proud of. This builds their ability to see growth in themselves.
• Set realistic, achievable goals: Break big tasks into smaller steps and praise each stage. “You organized your notes today. That is one step closer to being ready for the test.”
• Use positive language: Frame setbacks as learning opportunities. “It did not go as planned, but you learned something new and kept going.”
• Connect to resources: If your child benefits from additional support, explore resources on confidence building to find more tips.

Common Mistakes and How to Avoid Them

• Praise that is too vague: General comments like “Good job” can feel empty. Instead, be specific about what your child did well.
• Overpraising or insincerity: Teens, especially neurodivergent learners, can sense when praise is not genuine. Make sure your feedback matches their effort or achievement.
• Only praising big achievements: Recognize small steps, especially for students who find certain tasks extra challenging. Every bit of progress matters.
• Praising the person, not the process: Focus on actions (“You worked hard on your outline”) rather than fixed traits (“You are so smart”). This encourages a growth mindset.

Frequently Asked Questions About Praise and Motivation

How much praise is too much?

It is possible to overdo praise, especially if it feels forced. Aim for honest, specific feedback that matches your teen’s effort. This helps praise remain meaningful.

What if my teen does not respond to praise?

Some neurodivergent students may feel uncomfortable or skeptical about praise, especially if they have struggled with self-esteem. Keep your approach low-pressure and consistent. Over time, your support will help them trust your feedback.

Can praise help with executive function challenges?

Yes. When you use praise to highlight skills like planning, organizing, or sticking with a routine, you reinforce those executive function skills. For more strategies, check out executive function resources.

Practical Praise Scenarios for High School Neurodivergent Learners

• Your child starts a project the night before it is due. Instead of focusing only on timing, praise their ability to get started under pressure: “You got to work when it really counted. That took focus.”
• Your child advocates for themselves by asking for extra time on an assignment. Praise their self-advocacy: “I am proud of you for speaking up and letting your teacher know what you needed.”
• Your child organizes their backpack for the first time in weeks. Celebrate this progress: “You took time to get organized. That makes a difference.”

Adapting Praise for Your Teen’s Unique Needs

Every neurodivergent learner is different. Some may respond best to verbal praise, while others prefer a note or text message. Some want recognition right away; others appreciate a private chat later. Ask your child what kind of feedback feels best to them, and be open to adjusting your approach over time.

Remember, using praise to build motivation and follow through is not a one-time effort. It is an ongoing process that grows as your teen’s needs and confidence evolve. Stay patient and keep celebrating the journey.

Related Resource

• Using Praise to Enhance Student Resilience and Learning – American Psychological Association
• The Art (and Science) of Using Praise for Improvement – Edutopia
• How to Give Specific Praise to Support Your Child’s Communication Skills – MD Searchlight

Tutoring Support

K12 Tutoring is here to partner with you and your high schooler. Our tutors understand the unique strengths and challenges of neurodivergent learners and offer individualized strategies for using praise to build motivation and follow through. We believe in every student’s ability to grow, and we are committed to providing practical, empathetic support for your family.

Trust & Transparency Statement

Last reviewed: October 2025
This article was prepared by the K12 Tutoring education team, dedicated to helping students succeed with personalized learning support and expert guidance. K12 Tutoring content is reviewed periodically by education specialists to reflect current best practices and family feedback. Have ideas or success stories to share? Email us at [email protected].