What to do if a student is “only motivated by food”?
I often hear the phrase, “This child is only motivated by food.” But when I hear that, I have to pause and ask:
-What exactly are we trying to motivate them to do?
-Why do they need motivating in the first place?
The definition of motivate is “stimulating interest in or enthusiasm for doing something.”
So if a child needs external motivation, that tells me that whatever we’re asking them to do isn’t naturally interesting, meaningful, or accessible to them. And that’s where we need to shift our focus.
Are We Using Food to Make Kids Do Things They Wouldn’t Choose?
When it comes to supporting autistic kids, there’s been a long history of identifying and using their “motivators” to get them to comply with adult-directed tasks. And for some kids, food is powerful, so it’s often used as a reward to get them to do what we want.
But instead of asking, “What’s their biggest motivator?”, what if we asked:
🔍 Why isn’t the task itself engaging?
🔍 What barriers are preventing intrinsic motivation?
🔍 How can we create an experience that is meaningful to them?
The Child-Led Shift: When Learning is Naturally Motivating
In my child-led therapy sessions, I don’t think about “motivating” kids, because I’m not focused on getting them to do a specific set of tasks. Instead, I create an environment where learning happens naturally through play, connection, and autonomy.
But I know that not every setting can be fully child-led all the time.
There are moments when kids need to participate in certain activities: brushing their teeth, learning math, following directions for safety. These moments matter, but they also give us an opportunity to rethink how we approach motivation.
Instead of focusing on getting a child to do something, let’s ask:
How can we create an experience that is authentically meaningful for them?
If a Child Needs Food to Get Through a Task… Get Curious.
If a child will only do their task in exchange for a piece of a cookie, let’s step back and ask:
🤔 Is the task too hard? Too easy? Too repetitive?
🤔 Is the environment overwhelming? Too loud? Too distracting?
🤔 Is the child hungry and struggling to focus? Would a crunchy snack or cold drink actually support their regulation?
🤔 Is their body needing movement? Are they being asked to sit still for too long?
What if we reworked the activity to align with their interests, needs, and sensory profile instead of forcing them through it with food rewards?
✅ If they love movement, could we integrate learning into movement-based activities?
✅ If the setting is overwhelming, could we adjust the environment to better support their regulation?
✅ If they need support, could we modify the task to meet them where they are?
When we center the child’s experience, we’re no longer focused on “getting them to do things.” Instead, we’re fostering autonomy, curiosity, and connection. And those are the foundations of lifelong learning and meaningful communication.
So, What Would I Do If a Child Was “Only Motivated by Food”?
I’d start by asking myself:
💭 What is this child showing me about their needs?
💭 What are they communicating about how they experience the world?
💭 How can I create experiences that feel naturally engaging for them?
And then, I’d focus on supporting their regulation and joy—not using food to control their behavior.
🚫 Want to learn more about why food reinforcers aren’t the answer—and what to do instead? 🚫
Grab my free guide to advocating against food reinforcers! It’s filled with actionable strategies to create meaningful engagement without using food as a reward.
