The consequences of low motivation don’t stop with high-school life, for it continues in adult life as well. For example, school dropouts are more likely to be unemployed in the future. Even if employed, they are only likely to find low status, minimum wage jobs than their graduate counterparts (who also have higher motivation). For example, the median earnings for high-school dropouts are around $12,000 compared to $20,000 for graduates of the same age. Similarly, another study revealed that high school dropouts are more likely to exhibit truancy, criminality and violent behavior, leading them to job and relationship problems. Their impact on the broader society is also problematic, for they hardly contribute to economic growth or pay taxes that cover for public welfare schemes. They nevertheless end up utilizing government welfare programs, making a net negative contribution to society. (White & Kelly, 2010, p.227)
Depressing as the causes and consequences of low motivation among teenagers are, there is also scope for improving the situation. By properly planning and implementing scientifically backed intervention programs, motivation levels of students can be brought to optimal standards. For example, for adolescents with deficient metacognitive skills, there are a few things teachers can do to help. By adopting psychologically proven strategies, teachers can help highschoolers to
“develop metacognitive awareness-the ability to be self-reflective learners by thinking about their own thinking. Through the life-long skill of metacognition, students are able to not only complete learning tasks, but very importantly, they are able to reflect on their cognitive processes. This means that learners are able to use their academic strengths to develop additional skills and understandings, moving toward greater intellectual maturity. Further, these learners are able to recognize their weaknesses and work through their shortcomings without undue frustration, acknowledging that learning can be challenging.” (Joseph, 2006, p.33)
Similarly, with all the flaws in the design of instructional programs, by tinkering them and making them flexible and customized to individual preferences, educators can increase student involvement in the classroom. This is particularly salient with respect to arts and language classrooms. Under this new design, the experience of studying a novel can be totally transformed. For instance, once highschoolers identify for themselves the key ideas and themes in a novel, they share their views and experiences with other students reading the same novel. Through this creative exchange of ideas and perspectives, their individual learning style gets enriched and enhanced. They can then use their innate ability and intelligence to make a presentation to the classroom. In this new approach to course design, students express themselves creatively while also learning and growing in the process. “One of the most important aspects of this project is not the actual trailer or poster (and some have been phenomenal), but the reflections they write upon the completion of each product.” (Girod, et. al., 2005, p.4)
But just as deficiency in metacognitive skills and instructional designs can be suitably compensated through intervention strategies on part of teachers and administrators, preventative steps could be taken for curbing school dropout rates. A model comprehensive prevention program will have the following basic ingredients. First, the program will integrate school-wide initiatives with special programs for pupils who are identified as ‘at-risk’ for school dropout. Second, a committee is formed with members picked from school staff, who are given the responsibility of identifying frequent absences early in the curve. (White & Kelly, 2010, p.227) Two types of absenteeism are looked for: 1. chronic and regular absence from class; and 2. sudden but prolonged absence from class. Upon detecting either of the two trends, the committee head shall get in touch with the parent or guardian to discuss plans for rectifying the student’s attendance issues.