Background/purpose. The scientific basis for positive reinforcement is clear: when a behaviour is accompanied by a desirable outcome, such as attention, a tangible reward, or a sensory experience, the probability of that behaviour being repeated in the future is heightened. Praise is a motivating strategy to cultivate a robust relationship between teachers and learners while promoting inclusive classroom management. Nonetheless, there is a paucity of research about the precise application of praise in South African secondary schools. This article examined learners' experiences about teachers' use of praise. Materials/methods. The study employed an interpretive paradigm with a qualitative approach and a phenomenological, multiple-case study design. Data was collected through focus group discussions from two secondary schools in quintiles 2 and 3, with 12 progressed learners selected using purposive sampling. Results. The study revealed three primary themes: how learners respond to praise, the conditions prompting teachers to praise learners, and the emotions and behaviours associated with the absence of praise. The study indicated that learners experience encouragement and reinforcement towards commitment after receiving praise. Nonetheless, it also indicated that teachers predominantly praised learners for their academic achievements, resulting in progressed learners feeling marginalised due to their poor performance. The study also revealed that the absence of any kind of acknowledgement in the form of praise leads to the development of anger, deviant conduct, and a mixed-feeling attitude about attending school. Conclusion. This research offers a novel viewpoint contesting other findings that progressed learners are disruptive and unmotivated due to their expectation of automatic progression to the next grade without exerting effort. The study introduces a novel idea that teachers' use of praise may lead to exclusions, causing progressed learners to feel somewhat excluded from the school community.