Human beings avoid doing things they don't like. As adults, we avoid going to the DMV until absolutely necessary, put off annoying tasks at work right up to a deadline, or continue to put off scheduling an appointment. However, when students avoid or procrastinate doing school work, many parents and educators conclude this behavior stems from a lack of motivation. 

Neither form of avoidance equates to a lack of motivation. Nobody wants their license to lapse, get in trouble at work, or get sick. Like adults, there is no shortage of motivating factors for students. Good grades, reputation and status, respect, and academic honors are motivating for even those we consider "poor students." Even when rewards are offered, some students still struggle to budge despite wanting the reward. What goes unseen below the surface is the confidence those objectives are attainable, which is why incentives sometimes fall short. What really holds students back is fixed mindsets and executive function.

Fixed v. Growth Mindset

Typically, academic procrastination stems from classes where the student feels their work is weakest. Nothing damages gifted students' self-confidence more than realizing they aren't gifted in everything. Enter homework avoidance. As talented students age, many hyperfocus on their strengths and avoid working in subjects where they don't shine or feel as capable. In ELA, this usually manifests when students compare themselves to their peers, feeling like they are the only ones who didn't "get" the reading or scored lower on an essay or exam than their friends. If this pattern continues despite their efforts, they may develop a fixed mindset that they can't do ELA. They may say things like, "I hate reading"; "English is stupid"; "When am I ever going to use this anyway?". This mindset becomes an obstacle to their success, cementing a skewed perspective that promises failure, leading them to avoid work, lowering scores, and perpetuating the cycle of belief.

Developing Brains

As students age and adults begin giving them adult responsibilities, we mistakenly assume that will automatically translate into adult decision-making. But even in the most mature kids, their adolescent brain is still effectively "baking." The frontal lobe (the region responsible for problem-solving, logical decision-making, emotional regulation, and sustained attention) won't fully develop until most of these adolescents have already graduated college, around 25 years old. As a result, it's essential to understand why reactions like homework avoidance aren't a lack of motivation but a normal adolescent response to dealing with big emotions surrounding the fear of failure, misguided perspectives on their ability, and seeing the big picture for showing resilience by working through frustration. Rather than assuming students are "being lazy," noticing these avoidant behaviors can warn adults that something deeper is wrong. Anyone who asks a student of any age why they don't want to do their homework will see the root of the problem goes much deeper than motivation. The consequence may be lost motivation, but that loss comes long after a period of struggle, which negatively reinforces the student's distrust of their capability or chance at success.

Are you concerned about ELA homework avoidance in your child and would like help getting to the bottom of the cause? LTWN's 1-on-1 program provides individual attention from an experienced educator while covering areas of concern in ELA coursework. Instructors work to understand your child's needs and learning style, planning lessons according to their individual educational goals. This tailored approach allows us to implement support for academic weaknesses while building on and exploring their strengths to encourage confidence. Click here for more information on 1-1 Coaching.