The Power of Motivational Interviewing in Education and Human Services: A Values-based Approach for Gaining Educator Buy-In

Imagine a well-meaning behavior interventionist working tirelessly to implement a new behavior support plan in a classroom. Convinced that the plan could make a meaningful difference, they invest time and energy in detailing strategies and outcomes to the teacher. But there’s a hitch: the teacher is skeptical, feeling that the plan conflicts with her established practices and will add more stress to an already challenging job. Her ambivalence creates a roadblock, and despite the interventionist’s best intentions, real buy-in just isn’t happening. Student outcomes hang in the balance, yet both professionals feel stuck. Had this interventionist been trained in Motivational Interviewing (MI), things might have looked quite different.

In educational and human service settings, professionals like behavior interventionists, counselors, and social workers often find themselves in these kinds of situations. They see the value in growth and change and want to guide others toward it, yet encounter resistance from those who may have doubts, past frustrations, or simple reluctance. MI offers a powerful, research-backed approach designed to navigate these challenges. By focusing on empathy, individual values, and intrinsic motivation, MI empowers individuals to connect with their own reasons for change, fostering genuine, lasting growth.

Understanding Motivational Interviewing: What It Is and Why It Matters

At its core, Motivational Interviewing is a person-centered, guiding approach that helps people explore their own ambivalence about change. Rather than pushing for immediate compliance or relying on persuasion, MI uses empathy, active listening, and strategic questioning to create an environment where individuals feel supported in exploring their motivations. For educators—or anyone else who may feel uncertain about new approaches—this supportive dialogue can help uncover personal reasons for change, leading to commitment that is self-driven and sustainable.

While MI may sound straightforward, it involves specific techniques that go beyond simply “talking things out.” These techniques, like open-ended questions, reflective listening, affirmations, summarizing, and eliciting change talk, form a structured process that gently guides individuals toward discovering their own motivations for change. With MI, professionals learn how to tap into what truly matters to the person they’re working with—whether that’s a teacher, a student, or a colleague—aligning new strategies with personal values to build buy-in that lasts.

Why Environment Matters: The Teacher’s Role

We can’t change a student’s DNA or their history, but we can adjust the environment to bring out the best in them. In education, this shift begins with the classroom leader, who has the greatest influence over the learning environment. By embracing Motivational Interviewing, behavior interventionists and other professionals can support teachers in making adjustments that enhance classroom culture, creating spaces where positive behaviors can flourish and students can thrive.

The same principle applies to human service professionals working directly with clients. We can’t undo a client’s past, but we can shape their surroundings to support better outcomes. For counselors, social workers, and therapists, MI provides a valuable tool to build trust and encourage clients to take steps toward their own goals. When individuals feel that their environment aligns with their personal values, they’re more likely to engage in behaviors that lead to genuine growth and transformation.

Let’s take a look at an example of a behavior interventionist, Sarah, before she learned Motivational Interviewing (MI) techniques, and then let’s revisit her approach after gaining MI skills.

Before Learning MI

Sarah is working with a teacher, Ms. Lee, who is reluctant to implement a new behavior support plan for a student. Sarah believes the plan will be beneficial, but Ms. Lee feels it may disrupt her classroom routine. She’s hesitant and shows signs of resistance when Sarah brings up the plan.

Sarah’s Approach (Non-Example of MI):

Sarah: “Ms. Lee, I really think this plan is the best option for your classroom. We’ve seen it work in other classes, and it will make a huge difference in managing student behavior. You should give it a try—it’ll help.”

Ms. Lee: “I’m not sure. My students already have a routine, and I worry this will be too disruptive.”

Sarah: “I understand, but I think you’re overestimating how disruptive it will be. Once you start, you’ll see the benefits, and it’ll be worth it. The plan is really designed to improve things overall.”

In this non-MI example, Sarah pushes for immediate acceptance of the plan, and though she acknowledges Ms. Lee’s concern, she quickly brushes it aside. Her approach may inadvertently create more resistance, as Ms. Lee feels her concerns are not fully addressed and may feel pressured into compliance.

After Learning MI

Now let’s revisit Sarah’s approach after learning Motivational Interviewing techniques. Using MI, she focuses on understanding Ms. Lee’s perspective, exploring her ambivalence, and helping her uncover her own reasons for change.

Sarah’s MI Approach (Example of MI):

Sarah: “Ms. Lee, I can see you have some concerns about this new plan. Can you tell me more about what worries you the most?”

Ms. Lee: “Well, I’m concerned it will throw off the students’ routine. We’ve worked hard to establish structure, and I don’t want to disrupt that.”

Sarah: “It sounds like maintaining a stable environment for your students is really important to you.” (Reflective Listening)

Ms. Lee: “Yes, exactly. We’ve worked so hard to get into a rhythm.”

Sarah: “I completely understand. Routines are key for student success, and it makes sense that you’d want to protect that. What do you think might be some potential positives if this plan could fit into your routine?” (Open-Ended Question)

Ms. Lee: “Well, I suppose if it could really help with some of the disruptive behaviors, it might actually make things smoother overall.”

Sarah: “That’s a great insight. You’re saying that if we could find a way to make it work without breaking the flow of your current routine, it might actually help things run even more smoothly.” (Summarizing and Affirming)

In this MI example, Sarah uses open-ended questions, reflective listening, and affirmation to create a supportive space where Ms. Lee can explore her own reasons for change. Instead of pushing the plan, Sarah empowers Ms. Lee to think about how the plan might align with her goals, fostering a collaborative approach that increases buy-in and builds mutual respect.

Key Differences:

• In the non-MI approach, Sarah focused on persuading Ms. Lee, which created a one-sided conversation with limited engagement.
• In the MI approach, Sarah used empathy and strategic questioning to guide Ms. Lee in exploring her own thoughts and values, creating a partnership and empowering Ms. Lee to see how the plan might benefit her and her students.

Motivational Interviewing allows Sarah to work alongside Ms. Lee rather than pushing her toward a predetermined solution, ultimately leading to a stronger commitment to change.

About the Course

To support professionals in applying MI effectively, we’ve developed a course titled Motivational Interviewing: Gaining Teacher Buy-In. While focused on educational settings, this course covers essential MI techniques that are highly generalizable, making it valuable across human services, healthcare, mental health, and other fields where fostering authentic change is key.

This approach is versatile, effective, and invaluable for any professional looking to engage others in their growth journey.

About the Author

Specializing in human performance, coaching, and organizational leadership, Dr. Paul “Paulie” Gavoni is a behavior scientist and educator who has worked across education and human services for almost three decades. In this capacity, he has served the needs of children and adults through various positions, including COO, Vice President, Director of School Improvement, Leadership Director, Professor, Assistant Principal, School Turnaround Manager, Clinical Coordinator, Therapist, District Behavior Analyst, and Director of Progam Development and Public Relations at PCMA. Dr. Gavoni is passionate about applying Organizational Behavior Management (OBM), or the science of human behavior, to make a positive difference in establishing safe, productive, and engaging environments that bring out the best in faculty and staff so they can bring out the best in the learners they serve. He is an active board member of the Opioid Awareness Foundation and World Behavior Analysis Day Alliance.

Known for his authenticity and practical approaches, Dr. Gavoni is the host of the Top 1.5% globally ranked Crisis in Education Podcast and a sought-out speaker at various Educational and Behavior Analytic Conferences Internationally. He a the Wall Street Journal and USA Today best-selling co-author of The Scientific Laws of Life & Leadership: Behavioral Karma; Quick Wins! Accelerating School Transformation through Science, Engagement, and Leadership; Deliberate Coaching: A Toolbox for Accelerating Teacher Performance; and MMA Science: A Training, Coaching, and Belt Ranking Guide. Dr. Gavoni is proud to introduce OBM and Applied Behavior Analysis to worldwide audiences through his numerous publications and his work with PCMA to create productive, safe, and positive cultures.

Beyond his work in education and human services, Dr. Gavoni is also a former Golden Gloves Heavyweight Champion and a highly respected striking coach in combat sports. Coach “Paulie Gloves,” as he is known in the Mixed Martial Arts (MMA) community, has trained world champions and UFC vets using technologies rooted in the behavioral sciences. Coach Paulie has been featured in the books Beast: Blood, Struggle, and Dreams a the Heart of Mixed Martial Arts, A Fighter’s Way, and the featured article Ring to Cage: How four former boxers help mold MMA’s finest. He is also an author who has written extensively for various online magazines such as Scifighting, Last Word on Sports, and Bloody Elbow, where his Fight Science series continues to bring behavioral science to MMA. Finally, Paulie was also a featured fighter in FX’s highest-rated show at the time, The Toughman, and as an MMA coach in the Lifetime reality series Leave it to Geege.

Disclaimer: All ideas presented are original to the author. ChatGPT has been used solely to enhance the reading experience.