On a chilly winter morning in Oxford, students at St. Aloysius’ Catholic primary school gather in the hall for their weekly assembly. The headteacher, Tom Walker, is scheduled to present awards to students who have displayed the school’s "virtues." Throughout the ceremony, Walker calls on selected students from each class to receive commendations for supporting friends, taking risks, or playing with a child who is alone, among other things.
Each announcement is met with enthusiastic applause from the audience. One sixth-grader even high-fives his friend as he walks up to receive his award. Other students pat their classmates on the back to show their support.
The Virtues awards program is replacing the previous academic-based reward system at the school. Many primary schools throughout England utilize similar programs, commonly referred to as "Star of the Week." Nevertheless, some teachers, parents, and experts believe that awards can be counterproductive and result in unhealthy competition or expectations of reward.
Another school in Oxford, North Hinksey primary, has also introduced a value-based system. Amy Pearce, the headteacher, explains that awards such as "Star of the Week" can exclude some children, creating an "appalling feeling" for them. Disadvantaged children, in particular, can feel left out of the rewards system.
Parents have echoed these concerns on Mumsnet, a parenting forum. Some parents claim that well-behaved kids are frequently overlooked, while others feel that awards are biased or random. Even more concerning are the heartfelt accounts of demotivated children or upset parents who feel that the system is affecting their confidence.
Walker says that the school’s old reward program prompted complaints from parents who felt that their children were being overlooked or unrecognized. Under the Virtues system, pupils can nominate themselves or others for virtuous behavior, and the awards are typically discussed in class. Awards are presented for behavior that goes beyond the expected norms, and Walker assures students that everyone can expect to receive an award at some point. The idea is to move away from rewarding solely academic performance or good conduct.
US author and education specialist Alfie Kohn is among the most vocal opponents of school-based awards. In his book "Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, Praise and Other Bribes," Kohn argues that these rewards can be counterproductive, noting an experiment in which children lost interest in solving puzzles when promised rewards. Kohn further maintains that public, competitive awards can damage motivation and self-esteem, undermining a sense of community and collaboration.
Child clinical psychologist Naira Wilson asserts that acknowledgement or recognition is valuable in an individual’s development. At times, recognition can be fulfilling when not received from the home environment. However, the focus should only be on the individual, rather than comparison to others.
Kohn remains skeptical, concluding that referring to rewards with euphemisms such as "recognition" or "celebration" doesn’t minimize their detrimental effects.
When considering the distribution of certificates, it is imperative to ensure inclusivity, as stated by Pearce. In doing so, it is possible to acknowledge each child’s unique qualities and strengths.
