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There’s nothing quite like that moment in the classroom when a student flat-out refuses to work. Maybe it’s a silent stare, a muttered “no,” or a dramatic slump onto the desk. Whatever the form, work refusal can be frustrating and sometimes even feel personal. But more often than not, these moments aren’t actually about defiance, they’re likely about something underneath the surface.
One tool teachers can use to gently guide students into engagement is behavioral momentum. It’s a well-researched strategy that helps build success through a series of easy-to-complete actions, leading up to a harder or less preferred task. But as effective as this strategy can be, it comes with a warning label: if we’re not careful, behavioral momentum can quickly cross the line into manipulation.
Let’s break down how to use it wisely—and ethically—while still holding students to high expectations.
What Is Behavioral Momentum?
Behavioral momentum is based on the idea that once a behavior is in motion, it’s easier to keep it going. In schools, this typically looks like asking a student to complete 2–3 “high-probability” tasks (things they’re very likely to say yes to), followed by a “low-probability” task (the thing they’ve been avoiding or refusing).
Here’s a basic example:
- “Can you hand me your paper?”
- “Can you write your name on it?”
- “Can you circle the number one?”
- “Okay, now go ahead and start the first problem.”
Each small success builds confidence, making the more difficult ask feel less daunting.
Research supports this. Mace et al. (1988) found high-probability request sequences increased work completion among students with significant behavioral needs. Nevin et al. (1983) laid the foundation for behavioral momentum theory by comparing it to the physics of motion. And more recent studies (Lee & Lastrapes, 2018) show that this strategy can increase cooperation in typical classroom settings as well.
But Here’s the Catch
While behavioral momentum can be a fantastic tool, it’s not a cure-all. And if we’re using it simply to get compliance without understanding why the student is refusing in the first place, we’re missing the point.
Let’s be honest here – some students aren’t jumping into their work because they’re tired, anxious, dysregulated, or stuck. Others are avoiding failure or are used to feeling unsuccessful with certain tasks. If we just stack a few easy steps to “get them going,” we might get short-term compliance… but we haven’t really helped them.
That’s where the difference between support and manipulation comes in.
Support says: I see you’re struggling, and I’ll scaffold your way in.
Manipulation says: I’m going to trick you into doing this because I want you to comply.
Intent matters. So does relationship. And so does taking the time to ask ourselves, What’s going on underneath this refusal?
I talk a lot about this (like, there’s an entire chapter dedicated to it!) in my latest book, Their Best Behavior. If you’re looking for more in depth behavioral examples, strategies, case studies, and resources – believe me, it’s the book you need.
Using Behavioral Momentum Responsibly
Here’s how to apply this strategy without losing sight of the bigger picture:
1. Pair Momentum with Curiosity
Before jumping into a high probability sequence, take a second to wonder why the student might be refusing. Is the task too hard? Too long? Does it feel pointless to them?
You don’t need a full functional behavior assessment in the moment, but you do need to stay curious. If you’re always using behavioral momentum with the same student and the same subject, that’s a red flag. It’s a clue that there’s a deeper issue that needs your attention.
2. Start with Dignity
Begin with tasks that honor the student’s autonomy and sense of self – not ones that just control their behavior.
Examples:
- “Would you rather use colored pencils or a regular pencil today?”
- “Pick which of these questions you want to do first.”
- “Can you help me get this part of your paper ready before we begin?”
Giving students small, meaningful choices keeps them engaged without turning them into passive participants in their own learning. One resource I have created are these daily choice boards that help provide those small, meaningful choices so students can get the momentum moving.
3. Include Creative or Sensory Starters
Let the student warm up into the task with something that feels manageable and even enjoyable.
Examples:
- Let them color a border around the worksheet before answering questions
- Have them draw a quick sketch of what they did this weekend before writing about it
- Start with a short sensory or movement-based job, like sharpening pencils or delivering something to the office
These aren’t “tricks” – they’re supports!! They give students a soft entry into the work and reduce the pressure they may be feeling.
4. Hold the Expectation – with Empathy
Just because we understand the why behind work refusal doesn’t mean we lower the bar. It just means we get smarter about how we help students meet it.
Use behavioral momentum as a gentle ramp, but not as a shortcut. The goal is still for the student to do the work. But how they get there may look a little different.
For example:
- “Let’s get a few wins in before we start writing.”
- “I know this feels like a lot. Let’s just focus on the first part together.”
- “I’m not going to make you do all of it right now. I just want to see you start.”
These statements show that we’re working with the student, not just trying to get something from them.
5. Use Praise to Build Competence, Not Just Compliance
After each small success, offer feedback that builds the student’s belief in themselves! Our focus should not just be on their willingness to follow directions.
Instead of:
- “Good job listening to me!”
Try:
- “You got yourself started even when it felt hard. That takes real strength.”
- “I saw how you stuck with it. You’re getting better at that every day.”
This helps shift the focus away from people-pleasing and toward self-efficacy.
Example in Action
Let’s say you’re working with Julian, a fourth grader who shuts down during math. Here’s one way to apply behavioral momentum thoughtfully:
- “Julian, you want to use the blue pencil or the black one today?” (Choice = empowerment)
- “Circle the three problems that look the easiest to you.” (Success = control)
- “Go ahead and color in the picture on the top first.” (Creativity = regulation)
- “Awesome. Let’s tackle just one of the problems you circled. I’ll sit with you.” (Support = expectation)
By the time you get to the harder ask, you’ve helped Julian build confidence, regulate his body, and feel like the task is his choice, not something being forced on him.
Behavioral momentum is a powerful, practical strategy for navigating work refusal in the classroom.
Do not forget that it must be used with intention. When applied ethically and thoughtfully, it can help students gain momentum, confidence, and trust in themselves. But if we rely on it only to manage behavior, we risk reinforcing compliance at the expense of connection.
Looking for more in depth strategies for common behavioral struggles – like work refusal and behavioral momentum? Check out my new book published in June 2025, Their Best Behavior.
The goal isn’t just to get students to do the work. The goal is to help them want to try, and to know that we’ll support them along the way, even when it’s hard. Always remember to look deeper, listen closer, and never let the momentum become more important than the student in front of you.
