A Teachable Moment for Motivation, Mindset, and Maturity

From Mr Matt Byrne, Acting Executive Director, Learning & Wellbeing

Each year, the “currency” of the ATAR comes under scrutiny as universities increasingly compete for enrolments by extending early offers to Year 12 students. While these offers can provide reassurance and reduce stress, they also raise an important question for a large percentage of our graduating class:

“Why should I keep trying if I’ve already secured my place at university?”

At first glance, this seems like a logical response. But when we unpack the layers of motivation, adolescent development, and long-term learning habits, the picture becomes more complex—and more instructive.

The Motivation Paradox

When external motivators like university entry are removed, some students may reduce their effort or disengage altogether. This sets a concerning precedent. In life beyond school—whether in university, apprenticeships, or the workforce—there are no “early offers” that guarantee success. What often distinguishes individuals is their willingness to go above and beyond, even when no immediate reward is in sight.

While intrinsic motivation is ideal, it’s not always realistic to expectit in every task or subject. Ironically, the very extrinsic motivators students aspire to—meaningful careers, scholarships, or leadership roles—are oftenearned through consistent effort and perseverance, especially when the finishline feels optional.

What’s more, many universities continue to assess academic performance right through to the final exams when awarding merit-based scholarships or placing students in competitive courses. An early offer may open the door—but strong HSC results often determine which room a student ends up in.

A Crucial Opportunity for Growth

Rather than viewing early offers as a reason to disengage, we can reframe them as an opportunity: a chance for students to demonstrate self-discipline, resilience, and pride in their work, even when the outcome seems predetermined. This is the essence of intrinsic motivation—doing one’s best because it matters, not because it’s required.

Many past students reflect that the satisfaction of finishing well—on their own terms—was one of the most personally meaningful achievements of their school years. In contrast, those who coasted often speak of entering university feeling unprepared, or wishing they had taken more pride in their final months.

The Adolescent Brain: Wiring for the Future

Adolescence is a period of immense neuroplasticity. The brain is rich with neural connections, many of which are pruned based on regularity of use. This has profound implications for habit formation. If students develop a pattern of “quiet quitting” before the HSC is complete, they may be reinforcing behaviours that are difficult to unlearn later.

Finishing strong isn’t just about academic results—it’s about wiring the brain for persistence, focus, and follow-through. And these are exactly the skills students will need in their post-school lives—where deadlines, self-motivation, and long-term planning become even more critical to success.

Effort as Its Own Reward

When the external reward (like an ATAR) loses its salience, students have a unique chance to reset their dopamine systems. Effort itself can become rewarding. This shift—from outcome-based to process-based motivation—is a powerful developmental milestone.

Parents can play a pivotal role in this by reinforcing effort over outcomes in their conversations at home, and by acknowledging persistence and attitude as much as results.

Reclaiming the Joy of Learning

One of the risks of a results-driven education system is that learning becomes transactional. Knowledge is seen as a means to an end, rather than a lifelong pursuit. At Kinross Wolaroi School, we aspire for our students to leave with more than just a strong ATAR—we want them to carry a love of learning, an understanding of how they learn, and the confidence to apply these skills in any context.

In an age of generative AI and instant answers, the temptation to take shortcuts has never been greater. But the value of deep, authentic learning endures.

This is also a chance for students to rediscover the intrinsic joys of mastering a concept, finishing a piece of writing they’re proud of, or discussing ideas that challenge them—without the shadow of a mark sheet.

We’re All in This Together

It’s also worth remembering that individual effort contributes to collective outcomes. Under performance in HSC exams can affect the moderated assessment results of the entire cohort. A strong finish benefits everyone.

For many students, this is the last time they will work alongside their peers in a shared academic goal. There is something profoundly unifying—and memorable—about finishing that journey well together.

Gratitude and Growth

Parents and teachers invest enormous time and energy into supporting students through their final year. Acknowledging this effort—and responding with one’s best—reflects not only gratitude but maturity. It’s a reasonable expectation, even in the face of early university offers.

The act of showing up fully—out of respect for those who’ve supported you—is more than good manners; it’s a marker of readiness for the adult world.

Becoming the Best Version of Ourselves

Ultimately, this conversation is about character. Becoming the best version of oneself rarely happens through grand gestures or one-off resolutions. It’s shaped by how we respond to life’s defining moments—like the transition from school to what comes next.

Early offers are more than just a pathway to university. They’re a test of mindset, motivation, and maturity. How our Year 12 students respond may well become one of the most formative experiences of their school journey.

Let’s encourage them to finish with pride, knowing they’ve left nothing on the table—and laid the strongest foundation possible for what comes next.

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