Throughout my years of teaching, I have had the experience of seeing many “work refusals”. These are the situations when kids, for a variety of reasons, just refuse to start the work you give them. They might shut down and rest their head on their desk or lash out in anger, shouting about how they just will not complete your assigned task. 

There are quite often bigger challenges at play that will be discussed in this article. All kids deserve to learn and feel good about themselves. It’s always important to remember that kids who are refusing are reaching out for help in some way, and you CAN be the one to help them. 

Let me say that we ALL have bad days here and there! If a student puts their head down during a lesson and won’t finish an assignment because of a headache, it doesn’t mean you need to sound the alarm. This article will focus on the students who repeatedly refuse to complete work and need specific targeted strategies to help them overcome these challenges. 

What does work refusal look like?  

Some students put their heads down and don’t pick them up, despite encouragement and prompting. Other students will look you straight in the eyes and say, “I’m not doing it!” while they are clearly expecting a response from you! Other children may just choose to ignore your directions completely and continue doing what they want to do, whether that is coloring, reading, or any other activity they are engaged in.  

All these behaviors are work refusals because they are avoiding doing the tasks that you, as the adult, are expecting. 

What are the reasons for work refusal?  

If a student is outwardly refusing to do work in the classroom, there is always a reason. Quite often, we don’t know the individual reasons. Some students have had a history of trauma. Again, we may or may not know about the potential trauma. Other students might be dealing with social or emotional challenges at home or in their personal life.  

Some examples might include a family divorce, a new baby at home, the death of a family member, and feelings of loneliness with a parent working increased hours.  Sometimes, when the challenges in a child’s life become so difficult for them, they can have a need to control parts of their life that they can control (like doing work in school or not).  

Some learners might be diagnosed with oppositional defiant disorder (ODD), while others aren’t. Regardless of the actual reason, it’s important to take a step back and recognize that the child or young adult is struggling with something whether or not we can see it.  

Thinking in this way encourages educators to be solution-focused, which is what really matters anyway. 

Here are some simple do’s and don’ts for kids who refuse to do work: 

DON’T: 

Don’t just punish. If a child or young adult is struggling with some social or emotional challenges, then a punishment is only going to push them away further. Your punishment will appear as harsh, mean, and uncaring. I know that educators do not intend for punishments to feel that way, but for many students, they do, including those with trauma in their past. This isn’t to say you should “let the student get away” with any behaviour. Instead, you can use logical consequences. 

Don’t get in a power struggle. No one ever wins in a power struggle! So much energy is wasted is wasted and even if the student eventually complies, it will be filled with resentment.  

Don’t just assume the child is lazy. So many times, it is often actually easier for the child to comply and do their work and refuse. So, it’s clear that there is something else in play. Re frame your thinking to remember that the child is struggling and needs your support. 

Don’t act out of frustration or anger. When you start to feel frustrated due to a child’s behavior, remember this phrase: “S/He’s not giving me a hard time, he’s having a hard time.” There is no shame in taking a deep breath and walking away from a situation. As adults, it’s important we are calm and so that we can make the best choices in each situation. It’s okay to feel frustrated with a situation, just don’t act on that frustration. 

Don’t use threats. You might be tempted to say things like, “If you don’t do your work, I’m going to call your parents,” or “Finish this or you can’t go to out to play.” Sometimes, these threats can only make a student dig their heels in deeper and you might regret what you’ve said later on. Instead, be mindful about what you say and make sure your consequences fit the crime. 

Don’t embarrass the student. Again, publicly calling the student out might result in a power struggle or escalating the situation. Instead, consider ways to privately support the student to help both of you get what you need. 

DO: 

Keep teaching. Just because a student doesn’t lift their pencil up, doesn’t mean they’re not listening and learning. Continue teaching, talking, and even involving that student if they want to participate. Remember that the ultimate goal is to educate the student, not force them to work. If they are in the classroom, keep teaching them! 

Give wait time. When a student refuses work at first, sometimes all they need is a little wait time. It’s okay to let them have their head down or keep their arms crossed. Use planned ignoring and wait to see if they come around within 5 minutes or so. 

Ignore the small behaviors. If the student crumples up the paper, breaks their pencil, or scribbles all over it, avoid the impulse to tell the student they shouldn’t do that or give any further instructions. When things like this happen, the student is either agitated or attention-seeking. One intervention that will help in this instance is just giving space. 

Be reflective. Consider what you could be doing that might be triggering the student to refuse to work. For example, are you using a harsh tone? Did you embarrass the student by calling them out for something right before? Sometimes, there isn’t anything apparent, but it’s always worth considering first! 

Consider learning challenges. Sometimes students refuse work due to social and emotional challenges, but other times it might be because they think the work is just too hard for them. Consider if the student needs interventions with reading, writing, or math. Sometimes learners might even need direction instruction with executive functioning skills to help them get started and work through challenges. 

Meet with the student privately. It’s important that this is seen as supportive and not punitive. Talk to the student, ask them what’s going on, and problem-solve about how you could help. You might say, “I noticed your morning work isn’t being finished, what is going on with that?” When meeting with a student who is struggling to complete work, the most important thing is to just listen! Try to avoid interjecting your own thoughts about what’s happening or giving your point of view. Let the student talk and sometimes you might be amazed at what you learn. Perhaps the student shares that they hate where they sit because someone keeps talking to them, or that they haven’t been getting any sleep at night due to a crying baby. Be open-minded, listen, and be prepared to problem-solve with the student to help them. 

Use logical consequences (and consider them ahead of time). Logical consequences are outcomes from behavior that make sense. For example, if a student is refusing to finish their morning work, a logical consequence would be using some break time later in the day to finish at least 5 problems or sending it home as homework to be done later. 

Discuss those consequences with the student. Consequences shouldn’t be a surprise to your student. Let them know ahead of time in a positive way. For example, you might say to the whole class, “Everyone needs to finish their work so we can finish watching the rest of the movie.” 

Use de-escalation strategies to help calm the situation. In the moment, it can quickly become a power struggle when a student outwardly tells you they are not doing the work. It is critical to know how to de-escalate a situation. My favourite strategy has always been saying, “Let’s talk about this later.” It gives you the perfect way out of a heated situation with a student while letting other students around know you’re not ignoring the behaviour, you’re just dealing with it later.  Download this list of 60 de-escalation strategies and techniques for FREE 

Give choices. For students who struggle with work completion, consider giving limited choices for assignments. Limiting the number to two is usually best so that it’s not overwhelming, but it still gives control and choice. You might say, “Would you rather write about this prompt in your journal or draw a scene from the text and write a sentence about it?” 

Consider reducing work. Another one of my favorite ways to give choice is to allow the student to choose which 10 problems they will finish. Similarly, you might ask the student to complete only 1 of the 3 questions. Sometimes educators have argued that this is making it too easy on the student. Of course, the goal is to get the student back to completing all the work, without a doubt. However, when a student is outright refusing to do work, completing just one item over none is a success. 

Provide accommodations. Giving accommodations doesn’t necessarily make an assignment easier, it just gives more options for how the student approaches the task. Allow a student struggling with reading to listen to audio books. If a student isn’t writing, allow them access to a laptop. Give out a calculator to a student who gets fatigued with math problems (provided the math skill isn’t calculations themselves). Give a word bank, provide multiple choices, let the student use manipulatives, and so on. 

Create an individual learning plan, if neededYou might develop a contract that outlines what the student is responsible for and what incentives the student will get by completing work. A contract sets the tone that you will stick to your word, so you expect that the student tries to do the same. Find out what the student would like to work for, remembering that each individual student is motivated by different things   

Focus on your own self-care. This is not stressed enough in the world of education. Working with students who are refusing to work can be emotionally draining. Take time to focus on yourself when you can. You can’t pour from an empty cup. 

Remember that the student may have trouble getting started with the task you have assigned.  Some students have difficulty simply getting started because they have no concept of getting themselves organised.  You may find this blog on Supporting students to become organised another useful one to read. Or many of your behaviour management courses on the Relief Teacher Association as mentioned below.

- Nikki Tester from The Relief Teacher Association

Try these courses on the Relief Teacher Association!

Behaviour Management for Relief Teachers

After completing this course presented by Bob Brandis you will have better options, more effective strategies and more competent skills to handle disruptive students in your classrooms.
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Behaviour Management with a High School Focus

Managing student behaviour in secondary schools is a challenge for all relief teachers at times. In this course, Emma Watson will give you a repertoire of behaviour management strategies to call upon tailor made to the secondary school relief teaching classroom.
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Positive Behaviour Management Strategies

In this course Hilary Nunns explores the many aspects of behaviour and walks you through strategies and tips on how to prepare your class to be one where good behaviour flourishes and flash points are addressed preemptively and quickly.
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