What does OARS mean in motivational interviewing and how do I actually use it in conversation?

Apr 7

5 min read

If you’ve heard of motivational interviewing, you’ve probably heard of OARS. OARS stands for open questions, affirmations, reflections, and summaries, the four core skills that shape how MI conversations sound in real life. These aren’t fancy techniques; they’re simple ways of talking that express the spirit of MI and help people hear themselves think.

Why OARS matters more than perfect scripts

It’s tempting to think of OARS as a checklist: ask an open question, give an affirmation, do a reflection, and end with a summary. In practice, it’s more like a rhythm than a script. OARS skills are “used early and often” in MI to build rapport, explore what’s going on, and draw out a person’s own reasons for change.

For educators, that rhythm can change the feel of a conversation from an interrogation or lecture to a collaborative problem‑solving moment. When teachers, counselors, and deans consistently use OARS with students, they tend to see more engagement, more honest conversation, and less power struggle, which is exactly what school‑based MI research and teacher‑focused MI programs are finding.

Let’s break down each part of OARS and look at what it can sound like in your setting.

O is for open questions

Open questions invite more than a yes/no or one‑word answer. They ask students to tell their story in their own words.

Instead of:

“Are you having trouble in this class?”

Try:

“How are things going for you in this class lately?”

Instead of:

“Did you do your homework?”

Try:

“What happened with the homework last night?”

Good open questions:

Start with words like “how,” “what,” or “tell me about…”
Leave room for a range of answers
Show genuine curiosity, not a setup for a lecture

In MI, we use open questions frequently but not in a rapid‑fire way. A few well‑chosen open questions followed by listening and reflecting are more effective than a long string of “why” questions that can feel like an interrogation.

A is for affirmations

Affirmations are not generic praise. They are specific statements that notice a student’s strengths, efforts, or values. In MI, affirmations help build confidence and reinforce the student’s sense that they have what it takes to make change.

Examples in a school context:

“You’ve kept coming to school even when things have been really hard at home.”
“It took a lot of honesty to tell me you’re struggling instead of pretending everything is fine.”
“You clearly care about your little brother. You’ve been trying to balance a lot.”

Affirmations are grounded in what the student has actually said or done. They are different from flattery (“You’re the best!”) or pressure (“You’re too smart to be failing”). Used well, they support empowerment and autonomy, two key pieces of MI spirit and of what we emphasize in Motivational Interviewing Training for Modern Schools.

R is for reflections

Reflections are the heart of OARS. A reflection is a statement that shows you’ve heard what the student is saying and are trying to understand it. Instead of asking another question or jumping in with advice, you say back, in your own words, what you think you’re hearing.

Simple reflections stay close to the surface:

Student: “I’m just tired of school.”
Adult: “You’re worn out.”

More complex reflections add meaning or connect pieces:

“You’re drained, and it feels like school is one more thing on a long list.”
“Part of you is tired of all of this, and another part doesn’t want to fall further behind.”

In MI, we aim for more reflections than questions, often around a 2:1 ratio. In coding systems like MICA and MISC, higher proportions of reflections, especially complex reflections, are key indicators of MI‑consistent practice.

In schools, reflections are often the skill that feels most different from our usual habits. We’re used to asking and telling. Slowing down to reflect can feel strange at first, but it’s one of the fastest ways to shift a conversation out of argument and into exploration.

S is for summaries

Summaries gather together what you’ve heard and reflect it back in a concise way. They show that you’ve been listening, help organize the student’s thoughts, and give you both a chance to check that you’re on the same page.

A good MI‑style summary often:

Includes both sides of the student’s ambivalence
Highlights any change talk they’ve expressed
Ends with an invitation, not a demand

For example:

“So, on one hand, you’re exhausted and it feels like teachers keep piling things on. On the other hand, you don’t like feeling behind, and you’ve noticed you feel better on the days you’re actually caught up. Did I get that right?”

You can follow a summary with a gentle question like, “Where does that leave you?” or “What do you think might be the next step, if any?” That combination of summary plus open question is a powerful way to move from evoking to planning in MI.

How OARS fits with MI spirit

OARS is not separate from the spirit of MI; it’s the linguistic tool/s that emerge from being in the spirit.

Partnership: Open questions and reflections signal that you’re working with the student, not on them.
Acceptance: Affirmations and accurate reflections honor their experience and strengths.
Compassion: Summaries that hold the whole picture show you are holding their best interests in mind.
Empowerment: Questions and affirmations that highlight their ideas and past successes build confidence.

Used together, OARS skills help you avoid the “expert trap” and the “righting reflex,” the urge to jump in with fixes and lectures. They slow the conversation down just enough for students to hear themselves think, which is where change often starts.

A quick before‑and‑after example

Here’s a brief comparison using the same situation: a student is missing assignments.

Without OARS:

“You’re missing three assignments. You need to get them in by Friday, or you’ll fail. No more excuses. Do you understand?”

With OARS:

Open question: “What’s been going on with those assignments?”
Reflection: “You’ve been overwhelmed and it’s been hard to know where to start.”
Affirmation: “You still care about passing.”
Summary: “So you’ve been stuck, you don’t like how that feels, and you’d like to find a way to get back on track. Did I get that right?”

Then: “What do you think might be one manageable step this week?”

The content – concern about assignments and grades – is similar. The process is completely different. The second version invites the student into the conversation and aligns with both MI and autonomy‑supportive teaching.

Practicing OARS in your everyday role

You don’t need a special meeting or a 45‑minute session to use OARS. These skills fit into quick hallway check‑ins, classroom moments, and brief conferences. A few ideas to practice:

Pick one class period and focus on asking more open questions than usual.
In your next tough conversation, see if you can offer at least three reflections before you give any advice.
Try one specific affirmation per day, aimed at effort, honesty, or persistence.
End one conversation with a summary and an open question like, “What feels like the next step for you?”

When OARS becomes part of the way you naturally talk with students, you’re already doing a lot of what makes motivational interviewing effective in schools.