Every now and then, I read a book that I find to be both genius (in how transformational it could be) and completely obvious (in that I feel like I could have written it because it completely aligns with a core belief of mine).
David Yeager’s 10 to 25: The Science of Motivating Young People is just that kind of book; it had me nodding along in agreement from page one. The book is brilliant—a powerhouse of research and practical strategies—and it already aligns directly with how I parent, consult, and think about education.
It’s validating but not groundbreaking… but, also, if more leaders in education adopted this framework, it could revolutionize how we engage with young people.
The premise? Young people aren’t mysterious enigmas or irrational decision-makers. They are humans—predictable, complex, and entirely rational within their worldview. They make decisions aligned with what they find valuable, whether that’s friendships, achievement, autonomy, or the newest social media trend. The job of educators isn’t to mold them into something they’re not but to align learning and growth with what already matters to them.
What does this mean?
Stop Calling Them Lazy (They’re Not)
One of Yeager’s most compelling arguments is that labeling young people as lazy or disengaged is both wrong and counterproductive. When a student doesn’t study for a test, it’s not because they’re inherently apathetic about their future. It’s because, at that moment, studying holds less value than whatever else they’re doing—chatting with friends, gaming, or binge-watching the latest Netflix hit. The critical question isn’t “Why don’t they care?” but rather, “What do they care about, and how can I connect this to their learning?”
This perspective requires a fundamental shift in mindset. Rather than demanding compliance or lamenting a lack of motivation, we need to step into their shoes. What excites them? What keeps them up at night? And—most importantly—how can we align the “boring stuff” (ahem, algebra) with what they find meaningful?
Mentor Mindset: High Support, High Standards
Yeager’s approach to motivating young people can be boiled down to two core ingredients: high support and high standards, which he calls a mentor mindset. As mentors, we’re not here to rescue young people from failure or lower the bar to make life easier. We’re here to walk alongside them, pushing them toward excellence while ensuring they feel seen, supported, and capable.
This balance is key. Too much support without standards breeds complacency. Too many standards without support breeds resentment. But when young people know you believe in them—truly believe in their potential—they’ll rise to meet your expectations.
Take, for instance, the classic group project scenario. When students know their teacher expects high-quality work and also provides the scaffolding they need to succeed (like clear rubrics, brainstorming sessions, or feedback checkpoints), the result is usually impressive. The students aren’t performing well because they fear a bad grade; they’re doing it because they know their teacher cares about the outcome and their growth.
Autonomy Is Not Optional
Adolescents crave autonomy. The teenage brain is biologically primed to seek independence and agency. That’s why they’ll resist being micromanaged but flourish when given real choices and responsibilities.
Yeager emphasizes that autonomy doesn’t mean letting students run wild. Instead, it’s about offering meaningful choices within boundaries. Want students to write an essay? Give them a say in the topic. Planning a science project? Let them choose their research question. Autonomy doesn’t mean relinquishing control; it means empowering students to take ownership of their learning.
In practice, this might look like co-creating classroom norms at the start of the year or inviting student input on how they’ll demonstrate mastery of a subject. When students feel like partners in their education rather than passive recipients, their engagement skyrockets.
Connection Is the Key
The research is clear: relationships drive motivation. Students don’t work hard for subjects they’re indifferent about or teachers they dislike. They work hard for people they respect and communities they care about.
Building connection doesn’t require grand gestures. It’s about consistency—greeting students by name, showing interest in their lives, and being present in moments big and small. It’s also about creating a classroom culture where students feel safe to take risks, share ideas, and be themselves.
Yeager highlights that connection isn’t just about teacher-student relationships; peer relationships matter too. When students collaborate meaningfully with their peers, they develop a sense of belonging and accountability that fuels their effort and growth. Teamwork isn’t just a soft skill; it’s a motivational engine.
Implications for Leaders
As educational leaders, it’s our responsibility to model and institutionalize these principles. Here are a few actionable ways to do so:
Train Teachers in Mentor Mindset: Invest in professional development that helps educators balance high support with high standards. Role-play scenarios, share strategies, and celebrate examples of this balance in action.
Embed Student Voice in Decision-Making: Whether it’s curriculum design, school policies, or extracurricular programming, find ways to incorporate student input. Authentic voice leads to authentic engagement.
Foster Connection at Every Level: Encourage practices that build relationships, from advisory programs to peer mentoring initiatives. Connection isn’t just a classroom issue; it’s a schoolwide priority.
Celebrate Effort, Not Just Outcomes: Create a culture where persistence and growth are as valued as straight A’s. This might mean revisiting how you approach grades, awards, or feedback.
Motivating young people isn’t impossible, but it does require intentionality. As Yeager reminds us, young people are deeply logical, profoundly relational, and endlessly capable when given the right conditions to thrive.
Our job is to create those conditions—to be the mentors who guide, challenge, and champion them toward greatness.
So, as you step into the week ahead, ask yourself: How can I align what I’m asking of my students with what they value? How can I balance support with standards? And how can I show them that I see their potential—even when they can’t see it themselves?
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