What's wrong with stickers anyway?

Stickers have received some criticism recently, but there is still value in giving a younger Child or Young Person (CYP) a visible reminder of a positive achievement.

Much of the stigma around stickers seems to come from their association with the Behaviourist approach to behaviour management. Harry Ayers et al describe this in Perspectives on Behaviour (2000) as an adult-led method focused on observable, measurable behaviour and classical operant conditioning. In this model, a sticker is awarded when a CYP meets an adult-defined goal: do what the teacher wants, earn a sticker; collect enough stickers, earn extra playtime. Although this strict approach has fallen out of favour with many educationalists, it is unfortunate that the sticker has been dismissed along with it.

Although stickers are closely associated with behaviourism, and that approach has limits in the long term, they can still be a useful tool for educators. They are especially effective when used to recognise positive, spontaneous actions that reflect the school’s values.

When a CYP is kind to a friend, shares a resource, walks sensibly in the corridor, or holds a door open, staff should reinforce that behaviour with a smile, a thank you, or praise such as “great job”. Occasionally adding a sticker can strengthen that recognition and extend it beyond the classroom, as other adults, including parents, may ask what it was awarded for.

The same applies to the Marble Jar. It does not need to involve an actual jar or marbles, but visibly celebrating class success, effort, and kindness can boost morale, especially if it leads to a shared reward such as a Friday afternoon film. The key is to remind CYPs why they earned it—for example, because they were respectful, kind, and thoughtful.

My main point is that both stickers and the Marble Jar can serve as agreed responses to spontaneous positive behaviour. How often they are used will depend on the school climate, but they can help rebuild a positive classroom atmosphere, address specific issues, and celebrate calm, engaged learning.

Recognising and celebrating these moments—individually or as a class—gives teachers a chance to step outside the usual routine and create something memorable for CYPs when it feels appropriate.

So, let’s reclaim the sticker and the Marble Jar, and move beyond the negative associations they have acquired.

🏅🏅🏅for reading this Blog!