The decrease in learning motivation in recent years has attracted the attention of specialists in the field of education, the context of the Sars - Cov2 pandemic contributing to the deepening of this phenomenon. During classroom activities, students move further and further away from the objective pursued by the teacher, and in this sense we want to draw attention to the fact that it is necessary to focus less and less on the contents, shifting the focus to strengthening the adolescent's Ego. To increase the student's motivation for learning, the teacher must create learning contexts outside of class hours in the form of psycho-educational programs through which to support the student in his search for self-knowledge and especially in setting goals per his own needs. We mention that self-concordance with the Self is a particularly important motivating factor and teachers must take into account the objectives pursued, which are most often defined in terms of grading. This article raises awareness of the fact that tutors should define their own goals in terms of classroom teaching, while psychological mechanisms such as motivation, will and implicitly divergent thinking shall be trained in a non-formal framework designed by specialists in the field of psychology to guide the student towards a self-determined behaviour in relation to learning. It should be taken into account that the pandemic had a particularly strong emotional and social impact on people in general and teenagers in particular, leading to poor involvement in the act of learning, therefore specialists must intervene to attract the students to school through other activities rather than the traditional ones for the purpose of establishing a different teacher-school-student relationship, without the constraint and restriction caused by the formal environment.