Schools need to rethink graduation awards, child psychologists say

Every year, Canadian schools give out awards at graduation ceremonies to students who have achieved the highest grades. While some schools also recognize achievement, leadership, or other characteristics, most awards focus on academic achievement — something that child psychologists say can increase anxiety and demotivate students.

“Research shows that focusing solely on academic achievement and being recognized for it can increase anxiety and even discouragement in students — even among high-achieving students,” Dr. Deena Lafoyannis, a clinical child psychologist in Toronto, told CTV News. She says graduation awards would be both more motivating and more inclusive if they focused on a broader range of characteristics and achievements.

Instead of just focusing on the best grades, she says, it’s better to consider skills like collaboration, adaptability, personal growth, effective communication, and leadership. “Recognizing process-based successes, rather than just end results like high grades, sends a message to students that these skills are also valuable and that there are more ways to achieve success,” she adds.

Linda Ionofo, a child psychologist and assistant professor of applied psychology and human development at the Ontario Institute of Education in Toronto, agrees. She says decades of research in educational psychology show that students benefit more from reward systems that emphasize a growth mindset — one that values ​​the journey to success, such as effort, persistence, and perseverance.

“A narrow focus on academic rewards can reduce motivation, increase stress, and create feelings of exclusion among students who don’t fit the traditional mold of a successful student,” he said. This can be especially problematic in middle school, Ionoffo added, when peer approval is especially important for teens.

He believes these traditional reward systems also create unhealthy competition and send the message that only high grades are valuable. Ionoffo believes schools should also consider other aspects of student development, such as creativity, social responsibility, and overcoming obstacles—issues that can also recognize the success of students who face challenges such as learning disabilities or economic hardship.

“Studies show that when students are rewarded for their effort and persistence (not just their results), they are more resilient and more engaged in the long run,” he concluded. “We really need to rethink graduation awards and prioritize the value of effort, diversity, and all-round growth — especially in middle school.”

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