OK so let me start by saying something that is going to sound a little harsh and I am saying it with full love: if your go-to response to everything a young person does is “amazing!” or “that’s so good!” or “you’re incredible!” — you are not actually encouraging them. You are making noise in their direction. And young people, especially the ones who are perceptive and tender and already halfway convinced the world is full of people who don’t see them clearly, they know the difference. They feel the difference, even when they can’t name it.
I have been working with young people long enough to know that encouragement is one of those words that gets used like it’s simple. Like it’s just the act of saying nice things. But encouragement and empty praise are not the same thing. They don’t do the same thing. They don’t land the same way. And if we genuinely care about the young people we are walking alongside, it’s worth slowing down long enough to understand what we are actually doing when we open our mouths.
This is not a post about being mean. It’s not about withholding warmth or becoming some kind of strict feedback machine. It’s about being real. Because real is what builds real things. And young people deserve to be built up with materials that will actually hold.
The Empty Praise Problem
Here’s the thing about empty praise. It feels great in the moment. For both people, honestly. You say “amazing!” and the kid smiles, and you feel like you did something good, and for about thirty seconds everyone feels warm and fuzzy. But here is what empty praise is quietly doing underneath all that warmth: it is teaching young people that approval is random. That it has nothing to do with what they actually did. That the bar is everywhere and nowhere simultaneously.
When everything is amazing, nothing is. That’s not a motivational poster. That’s just math.
Think about what it feels like to receive praise that you know you didn’t earn. Maybe you turned in something sloppy, you know it was sloppy, and someone gushes over it like you hung the moon. There is a moment — maybe quick, maybe uncomfortable — where something doesn’t add up. And you file that information away. You start to understand that this person’s enthusiasm is not calibrated to reality. Which means their encouragement is not a compass you can actually navigate by.
Now multiply that by weeks. Months. Years. A young person growing up surrounded by indiscriminate praise learns, consciously or not, that praise doesn’t mean anything. And worse — they don’t develop a reliable internal sense of when they have actually done something worth being proud of. Because the external signal is so scrambled, it never helps them build the internal one.
That is the real cost of empty praise. Not that it’s annoying, though sometimes it is. But that it hollows out the feedback loop young people need to develop genuine confidence. Confidence that isn’t dependent on someone else cheering — confidence that comes from knowing themselves, knowing their own capacity, and trusting that they can read the room accurately.
What Specific Encouragement Actually Looks Like
Specific encouragement is not complicated. It is just honest and it is awake. It means you are paying attention — not just registering that a young person exists and did a thing, but noticing what they actually did and naming it back to them in a way that means something.
Let me walk through some of the things worth noticing, because it’s not always the flashy stuff.
Effort. Effort is huge and wildly underacknowledged. We love to praise results. We love to say “great job” when something is finished and good-looking. But effort is what happens in the middle, in the messy part, when it’s hard and uncertain and the result isn’t guaranteed yet. When you notice a young person putting genuine effort into something — sticking with it, trying a different approach, choosing to try at all — naming that is powerful. Not “amazing,” but something like: “I watched you try that three different ways and you didn’t give up. That took a lot of patience.” That tells them something true about themselves that they can actually use.
Patience. This one is especially worth naming because young people are often told they’re impatient in a corrective tone, but rarely told when their patience is showing up beautifully. When a kid waits their turn gracefully, or stays calm in a situation that’s frustrating, or works through something slowly without melting down — that deserves to be named. Specifically. “That took patience and you showed it.” Two sentences. It lands.
Courage. Courage in young people does not always look like bravery in a dramatic sense. Sometimes it looks like raising a hand when they’re not sure of the answer. Trying something in front of other people. Telling the truth when it would have been easier to stay quiet. Apologizing. Being the only one who did something kind in a moment that cost them something socially. When you see courage show up in those quieter forms, naming it is a gift. It tells them: I see what that cost you and I want you to know it mattered.
Improvement. This one is important and also delicate. Praising improvement means you were paying attention before. It means your encouragement is longitudinal, not just a snapshot. When you say something like “this week I noticed you’re doing this differently than you were at the start — you’ve really grown in this,” you are doing several things at once. You’re confirming that effort over time produces results. You’re demonstrating that someone is tracking their growth with them. And you’re tying pride to a process, not just a moment. That is gold.
Responsibility. When a young person steps up and owns something — a task, a mistake, a role — and follows through on it, that deserves real specific acknowledgment. Not just “good job” but “you said you’d handle that and you did. That’s what responsibility looks like and it matters.” Because a lot of young people don’t get to see responsibility modeled well. When they practice it and it gets named, they start to understand what it feels like to be someone who keeps their word. That is a life skill that outlasts every gold star.
Persistence. Different from effort in that persistence is specifically about not quitting when quitting was tempting. When a young person comes back to something after failing at it, or keeps going after a rough day, or chooses to try again after being embarrassed — naming that is meaningful. “You came back and tried again. That’s persistence and it’s not easy.” Simple. True. Sticks.
Kindness. This one especially needs to be named because kindness is often invisible. We notice unkindness loudly and immediately. But when a young person does something quietly kind — includes someone who was being left out, says something gentle when they could have said something cutting, offers to help without being asked — it can slide right past without acknowledgment. And when it slides past consistently, kindness can start to feel like something that doesn’t register. Naming it tells a young person: this part of who you are is seen and it’s worth something.
The Manipulation Problem
There is another version of this conversation that we also need to have, and it’s about manipulative praise. Which is its own beast entirely.
Manipulative praise is praise that’s deployed strategically, not to build someone up but to manage their behavior. It’s the “wow you’re SO good at cleaning up, I just know you’ll clean up right now” approach, where the compliment is bait with a hook in it. Young people see through this faster than most adults expect. And when they do, they don’t just distrust the specific praise — they start to distrust the person delivering it.
There’s also the version that’s paired with comparison. “You’re so much better at this than so-and-so.” That is not encouragement. That is using someone else as a baseline in a way that either makes the young person feel superior at another person’s expense, or sets up an anxiety around being dethroned. Neither of those things builds anything healthy.
Real encouragement does not have an agenda other than the young person’s actual growth. It is not a lever. It is not a tool for compliance. It is an honest reflection offered with care. When it comes from that place, it lands completely differently.
Why Honesty Is Not Cruelty
I want to address the pushback I can already hear, because I know some people read posts like this and think — but what if I’m too critical? What if I discourage them? And that concern is legitimate. There is such a thing as being too harsh. There is such a thing as a critical environment that chips away at a young person rather than building them up. That’s real and worth being careful about.
But here’s the thing: the antidote to harmful criticism is not indiscriminate praise. The antidote is honest, kind, specific attention. It’s the discipline of noticing what’s actually true and naming it with warmth.
You can be honest without being brutal. You can skip the gushing without going cold. You can say “that part was really hard and I saw you push through it” instead of “that was absolutely perfect” when it wasn’t perfect and you both know it. Honesty and care are not opposites. They live best when they’re together.
And when something genuinely is excellent? Say so. Fully and without hedging. The word “amazing” is not banned from the vocabulary. It just needs to be reserved for when it’s true, so that it means something when you use it. When a kid does something that genuinely blows you away, the authentic response to that — the wide-eyed unguarded “okay that was actually incredible” — hits completely differently than the baseline noise of everything being incredible all the time.
This Also Applies to Adults, By the Way
Just going to park this here briefly because it applies to us too. Most adults did not grow up receiving specific, honest encouragement. Most of us were shaped by a combination of vague praise, direct criticism, and a lot of silence in between. And we carry that forward, often without realizing it. We either over-correct into the everything-is-amazing zone because we don’t want anyone to feel what we felt, or we under-correct into near-silence because we didn’t learn the language of noticing and naming.
Neither of those serves the young people in our lives well. And the work of actually learning to give real encouragement — to slow down, pay attention, and name what is true — is something that can be grown. It’s a practice. You do not have to have been raised with it to offer it. You just have to be willing to be intentional.
Which, if you’re reading a post like this, you probably are. So there’s that.
A Few Practical Things Worth Trying
Because I know some people want the actionable stuff, here is a loose framework that is not a formula. Treat it as a starting point, not a script.
First: watch before you speak. Let yourself actually observe what a young person is doing before you comment on it. Give yourself a moment to register what you actually saw, instead of just reflexively responding with something warm. The pause is where the specificity lives.
Second: name the behavior, not just the person. Instead of “you’re so responsible,” try “you finished what you said you’d finish and that’s what responsibility looks like.” It’s a small shift but it grounds the quality in something they did, not just something they are — which means it’s something they can do again.
Third: let it be proportional. Small wins get warmth. Real growth gets named clearly. Genuinely impressive stuff gets your honest, unreserved reaction. If everything gets the same level of response, nothing is calibrated and none of it means anything.
Fourth: don’t be afraid of silence. Sometimes the most powerful thing you can do after a young person does something meaningful is just be present with it for a second. Not immediately filling the air with praise. Just letting it sit and then saying something real. Silence that holds space is not the same as silence that ignores.
Fifth: let them tell you first. Ask a young person how they feel about what they did before you tell them how you feel about it. “How do you feel about how that went?” is not a dodge. It’s an invitation for them to start building their own internal assessment, which is the whole point. You can add your honest observations after, but letting them speak first means they’re not just reflecting your reaction back at you — they’re building their own voice.
The Bottom Line
Young people are not fragile enough to need constant applause and they are not tough enough to not need to be seen. They need both honesty and warmth, delivered at the same time, by people who are paying attention enough to mean it.
Encouragement is not just making someone feel good. It is giving someone accurate information about themselves, delivered with enough care that they can receive it and use it. That’s it. That’s the whole job.
Effort matters. Patience matters. Courage matters. Improvement matters. Responsibility matters. Persistence matters. Kindness matters.
And none of those things need to be called amazing to be worth noticing. They just need to be noticed.
Go do that.
