Motivating Circumstances and Invisible Support

Motivating circumstances and invisible support start long before the lesson begins. Whether Oskar has slept well, eaten breakfast, suffers from a headache, or carries worry with him – all of it shapes what the day will bring. In this part of the Oskar Series, I want to highlight how adults can read the daily form, find the core of motivation, and be the invisible support that truly makes a difference.

Read this post in Swedish->Motiverande omständigheter och att se dagsformen

In the previous parts of the Oskar Series, I wrote about children’s unique strengths (Part 1) and about how small everyday demands, like tying shoelaces, can overshadow what really matters (Part 2). Now I want to take the next step and talk about something I often repeat when I lecture:

Motivation Beats Class

Already in Freud’s time, it was said: without motivation, we do nothing. This is just as true today. All the methods, rules, and lesson plans in the world don’t matter if the child doesn’t feel motivated.

For Oskar, it is never enough that adults say “you have to.” He needs a reason. And that reason must come from within himself – his interests, his daily form, and his energy.

When we find his motivation, we also find Oskar.

Oskar Series – pencil drawing of child in hoodie by the water, symbol of motivating circumstances and invisible support in school — Pencil drawing of a child in a hoodie sitting quietly by the water – a symbol of Oskar’s need for motivating circumstances and invisible support

Understanding Motivating Circumstances and Invisible Support

Oskar’s energy doesn’t start in the classroom. It starts the evening before. Did he sleep well or was he awake half the night? Did he eat breakfast or come to school hungry? Does he have a headache, or did the morning begin with conflict at home?

All these small details become motivating circumstances. They determine whether he can tie his shoes, take part in group work, or even enter the classroom.

That means we adults need to be curious about Oskar every single day. What is he carrying with him today? Sometimes this information even needs to come earlier – through good collaboration between home and school. When teachers know that the night was restless or breakfast ended in chaos, they can adjust their expectations and responses.

Understanding daily form is not about giving excuses – it is about giving us, the adults, the opportunity to adapt and provide the right invisible support.

Motivation as a Bridge

Motivation can never be forced. But we can find it in Oskar’s interests – world records, facts, statistics. When we use those, motivation becomes a bridge between his world and ours.

Instead of saying: “You have to join P.E.”, we can say:
“Could you measure the jumps and keep the statistics?”

Suddenly, Oskar is involved – in his own way.

Invisible Support – and the Relationship as the Foundation

Invisible support is most important when the daily form is at its lowest. When everything has gone wrong, when his energy is gone, and when Oskar no longer has the strength to try.

That support doesn’t say: “You failed again.”
It says: “That was an attempt. Let’s try again.”

Sometimes it means just sitting beside him. Sometimes it means being a playmate – because learning also happens through games and moments of play.

But no matter the form, one thing is more important than all else: the relationship. Without a relationship, no method or manual will work. The relationship is A and O – the starting point for both safety and motivation.

Questions for You as a Reader

Do you believe motivation is more important than demands – or are there things every child must learn?
Have you seen a child grow when someone embraced their interest?
How can adults become better at recognizing when it is the right day – and when it is not?

Between the Lines

This is not about shoelaces or rules. It is about daring to see the child and ask: What makes you want to? Motivating circumstances and invisible support are not requirements – they are keys.

Reflection

We cannot control a child’s daily form. But we can control our response. And when we find motivation, we also find the paths that both we and the child can walk together.

Earlier parts of the series:

External reading:

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Yesterday has already settled into history, tomorrow is waiting in the distance. But right now – this is where life happens. – Carina Ikonen Nilsson

FAQ – The Oskar Series Part 3

What do motivating circumstances mean?
They are the conditions that make a child able and willing to participate. For Oskar, it could be having slept well, eaten breakfast, or avoiding a headache. It also requires curious adults and collaboration between home and school.

Why is motivation more important than demands?
Because without motivation, nothing happens. Demands may create resistance, while motivation opens doors to learning, participation, and growth.

What does “Motivation beats class” mean?
It reminds us that even the best classroom and the best teaching will miss the mark if the child lacks motivation. Motivation is always the foundation for learning.

How can Oskar be supported through invisible support?
By being present even when things fall apart. It could mean sitting quietly nearby, playing a game, or saying: “That was an attempt – let’s try again.” Above all, it is built on relationship.

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