{"id":9315,"date":"2024-06-07T17:52:28","date_gmt":"2024-06-07T22:52:28","guid":{"rendered":"https:\/\/www.graduateprogram.org\/?p=9315"},"modified":"2025-02-28T13:14:12","modified_gmt":"2025-02-28T19:14:12","slug":"exploring-the-root-causes-of-student-work-refusal","status":"publish","type":"post","link":"https:\/\/www.graduateprogram.org\/blog\/exploring-the-root-causes-of-student-work-refusal\/","title":{"rendered":"Exploring the Root Causes of Student Work Refusal"},"content":{"rendered":"<p>We ask potential <a href=\"https:\/\/www.graduateprogram.org\/degree\/?_degree_type=bachelors%2Cmasters%2Ceducation-specialist%2Cdoctorate%2Ccertificate-licensure-endorsement\" target=\"_blank\" rel=\"noopener\">teachers<\/a> a series of questions during each interview. These questions start with how they will motivate students to<span data-preserver-spaces=\"true\"> &#8220;<\/span><span data-preserver-spaces=\"true\">care<\/span><span data-preserver-spaces=\"true\">&#8221; <\/span><span data-preserver-spaces=\"true\">or be interested in their class when they may be apathetic toward the topic. It usually comes out as<\/span><span data-preserver-spaces=\"true\">, \u201c<\/span><span data-preserver-spaces=\"true\">How will you make (English, History, etc.) <\/span><span data-preserver-spaces=\"true\">interesting<\/span><span data-preserver-spaces=\"true\"> to those students who are just there for a credit?<\/span>\u201d<\/p>\n<p><span data-preserver-spaces=\"true\">Then our <a href=\"https:\/\/www.graduateprogram.org\/program\/administration-leadership\/?_degree_type=masters%2Ceducation-specialist%2Cdoctorate%2Ccertificate-licensure-endorsement\" target=\"_blank\" rel=\"noopener\">assistant principal<\/a> usually follows up with, \u201cWhat if that doesn&#8217;t work and the student continues to refuse to work and becomes belligerent or just flat out refuses to do work?\u201d\u00a0Well, the answers we hope to hear are the basis of the article below.\u00a0 <\/span><\/p>\n<h2><strong><span data-preserver-spaces=\"true\">What is Student Work Refusal?<\/span><\/strong><\/h2>\n<p>When a student <span data-preserver-spaces=\"true\">just<\/span><span data-preserver-spaces=\"true\"> decides not to do their work, you have a student who refuses to do <\/span><span data-preserver-spaces=\"true\">work<\/span><span data-preserver-spaces=\"true\">.<\/span><span data-preserver-spaces=\"true\"> Similar to<\/span><span data-preserver-spaces=\"true\"> a famous Supreme Court Decision, you will know it when you see it.\u00a0 <\/span><\/p>\n<h2><strong><span data-preserver-spaces=\"true\">Why Do Students Refuse to Do Work? <\/span><\/strong><\/h2>\n<p>Answering the question above is where the real work takes place for the teacher <span data-preserver-spaces=\"true\">and\/or administrator and\/or<\/span><span data-preserver-spaces=\"true\"> <a href=\"https:\/\/www.graduateprogram.org\/program\/counseling\/?_degree_type=masters%2Ccertificate-licensure-endorsement\" target=\"_blank\" rel=\"noopener\">counselor<\/a> <\/span><span data-preserver-spaces=\"true\">and\/or<\/span><span data-preserver-spaces=\"true\"> case manager. It is the <\/span><span data-preserver-spaces=\"true\">school&#8217;s<\/span><span data-preserver-spaces=\"true\"> responsibility to find out the reason for this and <\/span><span data-preserver-spaces=\"true\">if<\/span><span data-preserver-spaces=\"true\"> it is a continuing problem for a student. The answer may not always be something we can solve, but in the best interest <\/span><span data-preserver-spaces=\"true\">of the students, it is the school\u2019s responsibility to help the student be successful.<\/span><span data-preserver-spaces=\"true\">\u00a0 <\/span><\/p>\n<p><span data-preserver-spaces=\"true\">There are some easy surface answers to why students refuse to do work. <\/span><\/p>\n<h3>They Are Tired<\/h3>\n<p>At the <span data-preserver-spaces=\"true\">660-student high school where I have been principal for four years <\/span><span data-preserver-spaces=\"true\">now<\/span><span data-preserver-spaces=\"true\">, some students are simply tired. We have students who play two or three sports, participate in FFA, and hold a place on the student council. We encourage participation<\/span><span data-preserver-spaces=\"true\">, <\/span><span data-preserver-spaces=\"true\">but <\/span><span data-preserver-spaces=\"true\">at times<\/span> <span data-preserver-spaces=\"true\">have to also<\/span><span data-preserver-spaces=\"true\"> talk to students about time management.<\/span><span data-preserver-spaces=\"true\"> Most of these students have <\/span><span data-preserver-spaces=\"true\">done the calculation on<\/span><span data-preserver-spaces=\"true\"> what a low daily grade will do to their average or GPA, so they know the consequences.\u00a0 <\/span><\/p>\n<h3><span data-preserver-spaces=\"true\">The Work Doesn\u2019t Interest Them<\/span><\/h3>\n<p>The <span data-preserver-spaces=\"true\">next<\/span><span data-preserver-spaces=\"true\"> reason <\/span><span data-preserver-spaces=\"true\">on<\/span><span data-preserver-spaces=\"true\"> the surface <\/span><span data-preserver-spaces=\"true\">simply<\/span><span data-preserver-spaces=\"true\"> may be that the student does not care about the assignment.<\/span><span data-preserver-spaces=\"true\"> The teacher may not have found the relevant button to draw them into the assignment. They may ask, \u201cWhy do I have to write another essay on what they believe the poet is saying about a tree growing in the middle of <\/span><span data-preserver-spaces=\"true\">pasture<\/span><span data-preserver-spaces=\"true\">?\u201d <\/span><\/p>\n<p>The assignment has no interest to the student, and they choose not to do the work. There is a strong onus on the teacher to bring some <span data-preserver-spaces=\"true\">sort of<\/span><span data-preserver-spaces=\"true\"> relevance to each assignment.<\/span><span data-preserver-spaces=\"true\"> At times<\/span> <span data-preserver-spaces=\"true\">students&#8217;<\/span><span data-preserver-spaces=\"true\"> opinions change on doing work with<\/span><span data-preserver-spaces=\"true\"> &#8220;<\/span><span data-preserver-spaces=\"true\">no zero<\/span><span data-preserver-spaces=\"true\">&#8221; <\/span><span data-preserver-spaces=\"true\">programs or other no pass <\/span><span data-preserver-spaces=\"true\">no<\/span><span data-preserver-spaces=\"true\"> play consequences.<\/span><span data-preserver-spaces=\"true\"> However<\/span><span data-preserver-spaces=\"true\">, the relevance of the meaning is applied, <\/span><span data-preserver-spaces=\"true\">students<\/span><span data-preserver-spaces=\"true\"> perform better if <\/span><span data-preserver-spaces=\"true\">there is relevance to the assignment<\/span><span data-preserver-spaces=\"true\">.<\/span><span data-preserver-spaces=\"true\">\u00a0 <\/span><\/p>\n<h3><span data-preserver-spaces=\"true\">Real-World Situations<\/span><\/h3>\n<p>From here, the situations get <span data-preserver-spaces=\"true\">deeper<\/span><span data-preserver-spaces=\"true\"> than that. I learned at <\/span><span data-preserver-spaces=\"true\">low<\/span> <span data-preserver-spaces=\"true\">socio-econmic<\/span><span data-preserver-spaces=\"true\"> school for five years as an assistant <\/span><span data-preserver-spaces=\"true\">principal,<\/span><span data-preserver-spaces=\"true\"> that the assignment may not matter when compared to the <\/span><span data-preserver-spaces=\"true\">real-world situations facing the student<\/span><span data-preserver-spaces=\"true\">. For<\/span><span data-preserver-spaces=\"true\"> example, if the <\/span><span data-preserver-spaces=\"true\">students<\/span><span data-preserver-spaces=\"true\"> were yelled at in the car on the way to school by their parent or guardian, that <\/span><span data-preserver-spaces=\"true\">first period<\/span><span data-preserver-spaces=\"true\"> assignment on diagramming sentences may not have any meaning to them at the time. <\/span><\/p>\n<p><span data-preserver-spaces=\"true\">Schools have done a better job of this for a long time now, but basic needs of students not being met was an issue for student work refusal for a time. The <a href=\"https:\/\/www.fns.usda.gov\/sbp\/school-breakfast-program\" target=\"_blank\" rel=\"noopener\">breakfast feeding programs<\/a> have been key in taking away this issue from students. Just like Maslow outlines, if a student&#8217;s basic needs cannot be met, our expectation that they will do their report on why Pluto is a planet or not simply may not matter.\u00a0\u00a0 <\/span><\/p>\n<p>If a student <span data-preserver-spaces=\"true\">doesn&#8217;t<\/span><span data-preserver-spaces=\"true\"> know if there will be any food in their house when they get home, <\/span><span data-preserver-spaces=\"true\">Pluto&#8217;s<\/span><span data-preserver-spaces=\"true\"> status will never be that important to them.<\/span><span data-preserver-spaces=\"true\"> There are life events (death of family members, news of a divorce, etc.) that will make school seem like a distant issue for the student. <\/span><\/p>\n<p>Then there is the student whose world has just ended because their boyfriend broke up with them during the passing period, or maybe they did not <span data-preserver-spaces=\"true\">make the cut on<\/span><span data-preserver-spaces=\"true\"> the football team, etc. This<\/span><span data-preserver-spaces=\"true\"> is where the whole child work of the school comes into play. Was the student bullied during the passing period? We have to help students cope with real-world events and still be able to recover and do the work that still exists in life. The school needs to <\/span><span data-preserver-spaces=\"true\">be prepared<\/span><span data-preserver-spaces=\"true\"> to figure out the<\/span><span data-preserver-spaces=\"true\"> &#8220;<\/span><span data-preserver-spaces=\"true\">why<\/span><span data-preserver-spaces=\"true\">&#8221; <\/span><span data-preserver-spaces=\"true\">of students who refuse to do work.\u00a0 <\/span><\/p>\n<h2><strong>How to Combat Student Work Refusal<\/strong><\/h2>\n<p>First, meeting <span data-preserver-spaces=\"true\">students&#8217;<\/span><span data-preserver-spaces=\"true\"> needs is easily obtainable. Are the students fed? Is the school safe? Are the classrooms in a safe and workable condition? If the needs of students and teachers <\/span><span data-preserver-spaces=\"true\">are met<\/span><span data-preserver-spaces=\"true\"> work can begin <\/span><span data-preserver-spaces=\"true\">to happen<\/span><span data-preserver-spaces=\"true\">.<\/span><span data-preserver-spaces=\"true\">\u00a0 <\/span><\/p>\n<p><span data-preserver-spaces=\"true\">Second, how relevant is the work to students. Much of this relies on the teacher to make the work relevant and have a good &#8220;why&#8221; behind the work in class. We know students like to know the real-world applications behind the work they are doing in class; this connection can make an apathetic student more interested in their work. This also can increase the engagement level in the classroom. Teachers that have relevance to their work and activities that keep students working usually do not have students who refuse to do work.<\/span><\/p>\n<p><span data-preserver-spaces=\"true\">Third, simply, has the teacher and school staff developed any kind of relationship with the student? Students who might not care about the life of a child in ancient Greece will have a much higher level of caring if they feel like the teacher cares for them.\u00a0 <\/span><\/p>\n<p><span data-preserver-spaces=\"true\">Lastly, there will be events outside the school\u2019s control that cause a student to refuse to do work. The school can equip the student with some outside help, counseling, or sometimes some grace to work through these real-life events and allow the student to continue their work. How a teacher and school develop relationships with the student will determine the level of success in this arena. In the end, relationships and relevance are the two best factors in combating students&#8217; refusal to do work.\u00a0 <\/span><\/p>\n<p><strong>Educators never stop learning; check out <\/strong><a href=\"https:\/\/www.graduateprogram.org\/degree\/?_degree_type=masters%2Ceducation-specialist%2Cdoctorate%2Ccertificate-licensure-endorsement\" target=\"_blank\" rel=\"noopener\"><strong>our available graduate degree programs <\/strong><\/a><strong>\u00a0to hone your skills and promote lifelong learning and academic excellence.<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>We ask potential teachers a series of questions during each interview. These questions start with how they will motivate students to &#8220;care&#8221; or be interested in their class when they may be apathetic toward the topic. It usually comes out as, \u201cHow will you make (English, History, etc.) interesting to those students who are just [&hellip;]<\/p>\n","protected":false},"author":19,"featured_media":9317,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[138],"tags":[861,902,1330],"class_list":["post-9315","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-advice-from-educators","tag-administratorinsights","tag-advicefromeducators","tag-workrefusal"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.1.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Exploring the Root Causes of Student Work Refusal - Graduate Programs for Educators<\/title>\n<meta name=\"description\" content=\"Are your students refusing to do their work? 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